Education taking on the aspect of commodity means students at universities have become “customers”; the teachers and the institutions are the “providers”.
If the customers are not always right in this environment, they will often insist that that they are. They are paying fees, wracking up debt. They want value for money. Not necessarily to sit in lecture theatres. Education provision becomes more of an off-the-shelf environment. Just put the lecture notes on the internet please. On if they have to listen to lectures, the lecturer must be a good performer. A lecturer I once had on Soviet politics, a dour communist who nevertheless tried to be scrupulously objective, with his expositions full of the most tedious detail, wouldn’t cut the mustard.
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
"A major new study has found that new students at Northwestern University learn more when their instructors are adjuncts than when they are tenure-track professors. The study -- released this morning by the National Bureau of Economic Research -- found that the gains are greatest for the students with the weakest academic preparation. And the study found that the gains extended across a wide range of disciplines. The authors of the study suggest that by looking at measures of student learning, and not just course or program completion, their work may provide a significant advance in understanding the impact of non-tenure-track instructors."
"Many people think that Personalized Learning is all about technology. It is not, although technology makes it more accessible in over-crowded classrooms. If an individual student has Internet access, that student can work independently while the teacher facilitates an in-depth discussion with a small group at another skill level. Technology empowers the teacher to keep a larger number of students at different levels moving forward simultaneously.
"Personalized Learning is also about improving the ability to assess student’s skills or growth in real time, rather than at the end of a unit or semester when it could be too late to redirect. Again, technology helps, but it is more about changing the mindsets of teachers, parents and students about how skills are measured and when. In addition, that ongoing assessment enables teachers and parents to better communicate about a child’s needs."
"This is a formal invitation for anyone, at any level, to join several of us--it's becoming a small army!--in distributed team-teaching of many different kinds of classes on the future of the university, to be offered simultaneously and concurrently in Spring 2014. No formal structure. Anything counts as "team teaching" as long as we exchange ideas, on whatever level, and post those to the widest possible audience in order to inspire more thinking about how we got where we are and how we can go constructively and creatively to a better place. We'll communicate via HASTAC, via Twitter and Facebook, via anyone who wants to blog and reblog anything, but the purpose will be to come up with tons of new, exciting ideas (including some workarounds you are already using) for relevant, important teaching for this generation."
A wonderful visual depiction of how educators can tap into their networks to expand and continually improve their teaching practice from a trove of rich resources. Illustrated by Langwitches, the image refers to Alec Couros’s original post exploring question, “What does the network mean to you?”
Professors across the United States participated in the first direct effort by the Wikimedia Foundation, the non–profit organization supporting Wikipedia, to engage the academic community and use Wikipedia in a class assignment. Three project participants, from different areas of study, conducted independent research into university student motivations for a Wikipedia assignment. We triangulate those data in this paper to describe how student motivations differ for a Wikipedia assignment from a traditional research paper assignment. Several themes emerged through the research and many of the dominant themes were linked. The global audience both motivated and intimidated students. Students appreciated the usefulness of contributing to Wikipedia and found satisfaction in making information accessible to the public worldwide. Students engaged with an online community and appreciated feedback and collaboration. Some recognized a degree of possessiveness that they felt toward the article. Both instructors and students observed that student research and writing skills improved. Qualitative data from both students and professors indicates that in learning basic writing skills, a Wikipedia writing assignment is comparable to a traditional research paper, however, students are more engaged in a Wikipedia assignment.
Success in today’s world of intense global competition and rapid technological change demand mastery of problem-solving, communication and language skills, which are not treated as a priority in most schools within the region.
If the majority of content taught in classrooms does not comply with the needs of the employment market, as the report said quoting a recent poll conducted among students in GCC countries, then it is an issue to be pondered over and taken seriously by the MENA countries. Saudi Arabia can take the lead in the venture as it is considered a role model in the region.
Many educators agree: our education system needs an update. Too many youth see no clear connection between school and life beyond the classroom. Moreover, the skills most needed to succeed in the modern age - such as critical thinking, problem solving, and communication - are not easily measured on a standardized test.
Connected Learning revitalizes the educational process by forging links between students' academic studies, their personal passions, and opportunities to engage with peers who support and share their interests. As a result, Connected Learning can create new pathways to college, career and civic pursuits.
A hands-on approach to teaching and learning in AP 50 helps Harvard undergraduates learn the foundational concepts in physics by applying them to real-world ...
Kim Flintoff's insight:
Mazur, a Harvard professor and a thirty-year veteran of teaching university Physics discovers the efficacy and simple joy of student-centred learning.
Ho-hum to the many who've already chosen this path and shocking to the most conservative university educators. Even those of us who "ho-hum" still feel some joy in witnessing others finding this simple shift in thinking and practice.
The Military Open Simulator Enterprise Strategy is an exploratory effort designed to evaluate the ability of the Open Simulator to provide independent and secured access to a virtual world.
Year One Goals:
Provide a completely independent virtual world capability. Runs in an enclaved network, capable of multiple levels of secured processing.Provide a stable in-kind Second Life®-like environment.Provide guidance to other organizations wishing to replicate the MOSES results.Link with other organization in a hyper-grid manner to demonstrate external growth and scalability.
'Our belief is that deep, radical and urgent transformation is required in higher education as much as it is in school systems.
4. Much of the value added won’t be content
As content becomes ubiquitous and, in each area, the world’s leading universities or authorities become its providers, the content of a course will cease to be a decisive factor. Instead, it will be a matter of what a university and its faculty build around the content – for example, the quality of teaching and mentorship, the nature of facilitated dialogue between students (which could be global), or indeed the type of assessment and the path from university into the labour market. There is tremendous room here for innovation which universities can embark on right away, with limited risk.
This is a curated collection of blog posts and op ed pieces on "The History and Future of Higher Education," a multi-institutional collaborative project initiated by the HASTAC alliance which is coordinating the teaching of a number of diverse courses, workshops, and reading groups, in different locations and online, on the future of higher education beginning in January of 2014. (NB: To see this collection, you can skip this introduction to the co-located course project and scroll down to the collection itself.) We hope to engage students around the world in a dynamic conversation about the education that is their future.