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Rescooped by Deb Nystrom, REVELN from Innovation & Institutions, Will it Blend?
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The Facebook Business Model, Really? University Courses, Build Now, Money Later

The Facebook Business Model, Really?  University Courses, Build Now, Money Later | Agile Learning | Scoop.it

Usually glacially-paced universities are investing in a start-up strategy: "Build fast and worry about money later." Does this "Facebook" style strategy also mean, "Build fast and see who benefits later, as long as it includes the investors?"  


There is some controvery that access to free courses does not a degree make, and that, after all, this could be a grand marketing scheme with questionable motives. Degrees are still in demand as much as they ever were.

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"[It's] a new educational plutocracy where the "rich" are enabled and embraced, and the middling and lower classes are given scraps ...so that they can participate, but perhaps not really benefit.  ~  Stacey Simmons

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"By denying qualified people (meaning those who have completed the work) access to degrees or some other endorsement, institutions are establishing a new educational plutocracy where the "rich" are enabled and embraced, and the middling and lower classes are given scraps by which they might educate themselves so that they can participate, but perhaps not really benefit, and certainly never enter the world of the elite. ~ Stacey Simmons, one of Fast Companies "Most Creative People"





  

If you've seen the movie: The Social Network, you'll know that that using Facebook as a business model is not unknown to higher education. However something ununusual is happening in usually glacially-paced universities; they are investing in a start-up strategy: "Build fast and worry about money later."

   

Excerpted:    

   

Coursera is following an approach popular among Silicon Valley start-ups: Build fast and worry about money later. Venture capitalists—and even two universities—have invested more than $22-million in the effort already.

   

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...does it change their lives for the better?


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"Our VC's keep telling us that if you build a Web site that is changing the lives of millions of people, then the money will follow," says Daphne Koller, the company's other co-founder, who is also a professor at Stanford.

    

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Deb: But, does it change their lives for the better?  Stanford, of course, had one of the first professors to jump ship to offer a large, free course to the world.  


  • Sebastian Thrun, an adjunct professor of computer science at Stanford who invited the world to attend his fall semester artificial intelligence course and who ended up with 160,000 online students, announced he had decided to stop teaching at Stanford and direct all his teaching activities through Udacity, a start-up he co-founded that will offer online courses from leading professors to millions of students.


Stacey Simmons, CEO & Founder at Omnicademy, questions the motivation (Free is Not Liberated...) of offering free courses if degrees from prestigious institutions are not accessible to the many.  On the other hand, it could be an amazing new education model, per her TED conversation here.

     
    
My own alma mater, University of Michigan, has been among the first to invest.

Source: The Chronicle of Higher Education, How an Upstart Company Might Profit from Free Courses

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Scooped by Deb Nystrom, REVELN
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Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy

Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy | Agile Learning | Scoop.it

Beginning ...with the second half of the semester, every Friday is given over to my students. We don’t have any readings assigned by me, and I don’t plan any material for the class.


Instead, small groups of 3-5 students are responsible for determining the day’s content and executing that.  

 

"You need to plan some sort of activity that will last at least 30 minutes; it must engage the whole class; and it must relate in an immediate way to the text we are currently reading."


Otherwise, you are free to plan what you want, and I won’t interfere.


...After the anxiety wears off, my students often seem to engage with the activity remarkably well.


It encourages ownership of the material, it provokes them to think in depth about a week’s worth of reading, and the discussion that have come out of it (so far) have turned out to be really e


It’s hard to give up directing the conversation, steering students —but of course, I still do that Mondays and Wednesdays.


What I discovered is that this group of students, ...comes around to the right questions and interpretive moments, anyways.


Today one of the group members asked about tree symbolism in Beloved. “Perhaps it’s coincidental,” one student said.


“Well,” another student answered, “it’s hard to imagine that it would be coincidental—think of all the planning that went into the novel.” And from there they were off, debating the symbolism and even debating the value of reading for symbolism...

 

Though their arguments often lacked an advanced theoretical vocabulary, my students were really thinking at high levels with great rigor.


The pedagogical point of all this, ...there is a real value in letting go of control of the classroom for a while. Let your students make mistakes, and see if they can sort them out on their own.


Let your students talk about what they’re invested in, what they find compelling about the topic at hand, what they don’t care about, and why.


Let go of being a classroom “parent” and let your students take responsibility for themselves.

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Scooped by Deb Nystrom, REVELN
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Pure Peer-to-Peer Learning: Toward Peeragogy | DMLcentral

Pure Peer-to-Peer Learning:  Toward Peeragogy | DMLcentral | Agile Learning | Scoop.it

"If we do this right, I'll learn more about facilitating others to self-organize learning."


Toward Peeragogy: the transformative power of high-end, peer-to-peer, global learning via the internet and social media.


From the author of a UC-Berkley post:


I've been invited to deliver the 2011 Regents' Lecture at University of California, Berkeley. I intend to expand the paragogy universe by instigating a peer-created guide to pure peer-to-peer learning. I'm calling it "peeragogy."


While "paragogy" is more etymologically correct, "peeragogy" is self-explanatory.


In my lecture, I'll explain the evolution of my own pedagogy and reveal some of what I've discovered in the world of online self-organized learning. Then I will invite volunteers to join me in a two week hybrid of face-to-face seminars and online discussion.


Can we self-organize our research, discover, summarize, and prioritize what is known through theory and practice, then propose, argue, and share a tentative resource guide for peeragogical groups?


In theory, those who use our guide to pursue their own explorations can edit the guide to reflect new learning.


It's not exactly a matter of making my own role of teacher obsolete. If we do this right, I'll learn more about facilitating others to self-organize learning.


This is the last in a very popular series. The previous three posts are: D.I.Y.U.: An Experiment, Pop Up U, and Learning Reimagined: Participatory, Peer, Global, Online.

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