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Jon Breitenbucher

Higher education: Not what it used to be | The Economist - 0 views

www.economist.com/...ney-their-students-not-what-it

future higher education economist

shared by Jon Breitenbucher on 04 Dec 12 - No Cached
  • Jon Breitenbucher on 04 Dec 12
     
    A pretty scathing look at the value of higher education.
Jon Breitenbucher

Liberal Arts and MOOCs | Inside Higher Ed - 0 views

www.insidehighered.com/...liberal-arts-and-moocs

higher education MOOCs liberal-arts

shared by Jon Breitenbucher on 29 Apr 13 - No Cached
  • Jon Breitenbucher on 29 Apr 13
     
    "Rather than think about how "MOOCs" will influence liberal arts education, perhaps it is time to flip the question. What does traditional liberal arts education have to offer "MOOCs"? The answer remains the enduring value of education that produces critical thinkers, life-long learners and economically and politically contributing members of society. But in order to accomplish that feat, liberal arts education may have to take a lesson from MOOCs on how to generate excitement for the deployment of technology in service of inter-institutional and even international classrooms, information competency and problem-solving based courses.""
Jon Breitenbucher

Welcome to Star Scholar U. - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...135522

future higher education faculty

shared by Jon Breitenbucher on 07 Nov 12 - No Cached
  • Jon Breitenbucher on 07 Nov 12
     
    Would this be something any of our Wooster faculty would consider? Does it harken back to the days where teachers were paid with livestock, vegetables, etc. and were paid because the student felt they had learned something of value?
Jon Breitenbucher

Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Co... - 0 views

www.fastcompany.com/...y-sebastian-thrun-uphill-climb

MOOC udacity thrun liberal-arts

shared by Jon Breitenbucher on 20 Nov 13 - No Cached
  • "From a pedagogical perspective, it was the best I could have done," he says. "It was a good class." Only it wasn't: For all of his efforts, Statistics 101 students were not any more engaged than any of Udacity's other students. "Nothing we had done had changed the drop-off curve," Thrun acknowledges.
  • Among those pupils who took remedial math during the pilot program, just 25% passed. And when the online class was compared with the in-person variety, the numbers were even more discouraging. A student taking college algebra in person was 52% more likely to pass than one taking a Udacity class,
  • "At the end of the day, the true value proposition of education is employment," Thrun says, sounding more CEO than professor. "If you focus on the single question of who knows best what students need in the workforce, it's the people already in the workforce. Why not give industry a voice?"
  • ...3 more annotations...
  • Learning, after all, is about more than some concrete set of vocational skills. It is about thinking critically and asking questions, about finding ways to see the world from different points of view rather than one's own. These, I point out, are not skills easily acquired by YouTube video.
  • Thrun seems to enjoy this objection. He tells me he wasn't arguing that Udacity's current courses would replace a traditional education--only that it would augment it. "We're not doing anything as rich and powerful as what a traditional liberal-arts education would offer you," he says. He adds that the university system will most likely evolve to shorter-form courses that focus more on professional development. "The medium will change," he says.
  • "I wish to do away with the idea of spending one big chunk of time learning."
  • Jon Breitenbucher on 20 Nov 13
     
    Some interesting thoughts on the impact of MOOCs and the relevance of Liberal Arts.
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