The first mistake of many online classes and the majority of MOOCs (so far) is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space. Trying to make an online class function exactly like an on-ground class is a missed opportunity. There's a lot that happens in F2F classrooms that just can't be replicated in an online environment, and that's okay. Better to ask ourselves what can be achieved online and what sorts of classes (or learning experiences) we can construct to leverage the potentials of the specific interface or community.
A QUIET REVOLUTION may have taken place over the last three decades in our understanding of the history of Western philosophy. So quiet, in fact, that few have noticed it. Three recent books give us a sense of the significance and extent of this paradigm shift: Examined Lives: From Socrates to Nietzsche, by James Miller; How to Live: Or A Life of Montaigne in One Question and Twenty Attempts at an Answer, by Sarah Bakewell; and The Hemlock Cup: Socrates, Athens and the Search for the Good Life, by Bettany Hughes. What has this revolution brought forth? The realization that some of the most influential Western philosophers (primarily the ancient philosophers, but also Montaigne, Rousseau, Schopenhauer, Nietzsche, and others) intended their philosophy to be not just a body of doctrines, of pure intellectual content, but to be above all an “art of living.” It is immediately obvious that, like most revolutions, this one, too, is about how we relate to the past.
"This is the most exciting time ever to be an engineer, an industrial designer, an architect. This technology has arrived to the point where you can make the things you want. The electronics are there to support it... This whole idea of an industrial revolution where you had people move out of the cottage industries where they worked at home and they went to the factory where the machines were. All of us here, we've kind of put the factory into a little box. The factory can be one person at home again."
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Earlier this month, one of Britain’s top newspapers noticed a glaring absence on the British education scene: MOOC’s. “U.K. universities are wary of getting on board the MOOC train,” read The Guardian’s headline. Two institutions, the Universities of Edinburgh and London, have recently signed on to offer massive open online courses via the American company Coursera. Yet in Britain, said the newspaper, “there is scarcely a whiff of the evangelism and excitement bubbling away in America, where venture capitalists and leading universities are ploughing millions” into MOOC’s.
Via Robert Farrow
Salman Khan’s dream college looks very different from the typical four-year institution.
The founder of Khan Academy, a popular site that offers free online video lectures about a variety of subjects, lays out his thoughts on the future of education in his book, The One World School House: Education Reimagined, released last month.
"Google Presentation is a great tool for helping students construct knowledge about a topic as they create. Here is an interactive tutorial designed to demonstrate how to use some of the handy built in features."
Written by five leading practitioner-theorists whose varied backgrounds embody the intellectual and creative diversity of the field, Digital_Humanities is a vision statement for the future, an invitation to engage, and a critical tool for understanding the shape of new scholarship.