Philosophy, Education, Technology
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Half an Hour: The Great Rebranding

Half an Hour: The Great Rebranding | Philosophy, Education, Technology | Scoop.it

Via Vance Stevens
Robert Farrow's insight:

"MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete. Yes there has been a great rebranding and co-option of the concept of the MOOC over the last couple of years. The near-instant response from the elites, almost unprecedented in my experience, is a recognition of the deeply subversive intent and design of the original MOOCs (which they would like very much to erase from history)."

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ozziegontang's curator insight, May 11, 2013 5:57 PM

 Am I a  life-long learner! What does it take to continue learning? Where is our culture going regarding learning?

Jason R Levine's curator insight, May 11, 2013 9:07 PM

"MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete. Yes there has been a great rebranding and co-option of the concept of the MOOC over the last couple of years. The near-instant response from the elites, almost unprecedented in my experience, is a recognition of the deeply subversive intent and design of the original MOOCs (which they would like very much to erase from history)."

Helena Capela's curator insight, May 12, 2013 4:42 AM

The  adoption of Moocs by institutions and what they were created for

Philosophy, Education, Technology
A curated feed for those interested in higher education, policy, technology, theory and philosophy.   http://philosopher1978.wordpress.com/
Curated by Robert Farrow
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Robots in Education: What’s Here and What’s Coming

Robots in Education: What’s Here and What’s Coming | Philosophy, Education, Technology | Scoop.it
As with so many types of tech, how useful (and potentially harmful) robots can be to education will have more to do with how educators and students choose to use them than with the technology itself. We may not be on the cusp of having robot teachers like in the Jetsons, but robots have already made their mark in education and will continue to do so.

Via Nik Peachey
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Francisco Restivo's curator insight, February 21, 5:39 PM

Uma reflexão muito interessante.

Pamela Hills's curator insight, February 24, 3:15 PM

There is no doubt Robots are the wave of the future as they take over many jobs that humans once held !

Dinah Galligo's curator insight, February 29, 6:35 AM

Les robots sont déjà dans l'éducation ... Et ils vont continuer mais pas comme on se les représente ...

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Can philosophy survive in an academy driven by impact and employability?

Can philosophy survive in an academy driven by impact and employability? | Philosophy, Education, Technology | Scoop.it
Simon Blackburn, Mariana Alessandri and John Kaag on why reports of Socrates’ impending demise are greatly exaggerated
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Reification, Technological Progress, and Post-Capitalist Horizons | Interview with Andrew Feenberg by R.C. Smith

Reification, Technological Progress, and Post-Capitalist Horizons | Interview with Andrew Feenberg by R.C. Smith | Philosophy, Education, Technology | Scoop.it
In this interview I’ll be talking with Andrew Feenberg. Andrew currently holds...
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Ten reasons to teach thinking

Ten reasons to teach thinking | Philosophy, Education, Technology | Scoop.it
The teaching of thinking is a critical endeavour for teachers and one that brings enhanced learning opportunities for students. Unfortunately thinking is not something that we naturally do well and as a consequence it is a skill we need to learn. Understanding this is the first step towards establishing a culture of thinking in your classroom

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Bill Ruma's curator insight, October 28, 2015 8:11 AM

Students have trouble formulating opinions and creating ideas; we must help them generate thoughts and problem solve by sharing frameworks for thinking.

Makhosonke Sydwell's curator insight, October 28, 2015 1:58 PM

That is true.

www.cheapassignmenthelp.com's curator insight, October 31, 2015 2:30 PM

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The Document: an Open Letter From San Jose State U.'s Philosophy Department

The Document: an Open Letter From San Jose State U.'s Philosophy Department | Philosophy, Education, Technology | Scoop.it

Professors in the philosophy department at San Jose State University wrote the following letter to make a direct appeal to Michael Sandel, a Harvard professor whose MOOC on "Justice" they were being encouraged to use as part of the San Jose State curriculum. (See a related article and a response from Mr. Sandel.)

Robert Farrow's insight:

An argument against introducing MOOC 

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How Does Your Choice Of University Affect Your Future?

How Does Your Choice Of University Affect Your Future? | Philosophy, Education, Technology | Scoop.it
Last year’s graduate labour market was the toughest on record. More people completing degrees and fewer jobs meant lower rates of full-time employment. A third of recent graduates seeking full-time work in 2014 were still looking four months after completing their studies.
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Does Assessment Make Colleges Better? Who Knows?

Does Assessment Make Colleges Better? Who Knows? | Philosophy, Education, Technology | Scoop.it
Accreditors who are driving the push toward measuring outcomes need to provide evidence that it offers benefits commensurate with the expense that goes into it.
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New research shows benefits of independent learning

New research shows benefits of independent learning | Philosophy, Education, Technology | Scoop.it

A new research report, Effective practice in the design of directed independent learning opportunities shows the need to direct independent learning through integrating it into programmes and ensuring its benefits are clearly communicated to students. These benefits include the development of deep understanding, taking personal responsibility for learning, and the enhancement of skills expected of graduates.

 

Higher education is characterised by independent learning. The study, which was conducted by Professor Liz Thomas, references recent debates about what determines the quality of the students’ educational experiences, including whether contact hours are a useful measure, and the ways in which students engage in their learning.

 

The research shows that effective independent learning involves providing a clear structure and ongoing support for students, especially as they make the transition to higher education learning. A collection of good practice from across different disciplines has been created.

 

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Trends in distance education research: A content analysis of journals 2009-2013 | Bozkurt | The International Review of Research in Open and Distributed Learning

Trends in distance education research: A content analysis of journals 2009-2013 | Bozkurt | The International Review of Research in Open and Distributed Learning | Philosophy, Education, Technology | Scoop.it
Trends in distance education research: A content analysis of journals 2009-2013

Via Dr. Susan Bainbridge
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Ijad Madisch - Researchers: it's time to ditch the PDF

"The PDF is the digital equivalent to the desk drawer – a place where scientific results are hard to find and easily forgotten. And yet the PDF is still the default way for scholarly publishers to disseminate research on the web. 

To communicate research efficiently today, we need a new format for the digital age: one that’s open, easy to work with and social."

Robert Farrow's insight:

"Openness should not be seen as a risk, but an opportunity"

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The death of universities

The death of universities | Philosophy, Education, Technology | Scoop.it
Terry Eagleton: Academia has become a servant of the status quo. Its malaise runs so much deeper than tuition fees
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Disrupting and Transforming the University

Disrupting and Transforming the University | Philosophy, Education, Technology | Scoop.it

Are universities about to be disrupted the way Kodak, Borders, and Blockbuster, all recently in bankruptcy, were disrupted? Blended courses, online learning, and MOOCs are moving at light speed compared to the typical university. ... Higher education institutions must modify their business models in response to technology-driven influences.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, October 24, 2014 9:03 AM

It is no doubt a good thing that universities are forced to rethink their default solution for the question of how best to teach students: through lecturing, that is. If technology in general and technology in the learning environment that MOOCs are can achieve such a reconsideration, so much the better. However, the author of the present ACM article, goes far beyond this sensible stance. He seems to assume that embracing technology in teaching necessarily implies embracing a market view of learning and teaching. Universities have become 'corporation's' that compete on a global 'market' for students who have become 'consumers'. This move is not one we as a society can make choices in, it is imposed on us because the inclusion of technology is a 'disruptive innovation' that can only be avoided at pains of going 'bankrupt', the argument goes. 

 

This portrayal of education is a pernicious one. Students are not just consumers on their way to be come productive members of the labour force. They are adolescents on their way to adulthood, and it is incumbent on us as a (global) society to let them become productive but also sensible, caring, reflective, thinking members of our societies (if only for the sake of having functioning democracies). Technology does create change, in some cases disruptive ones. The record and film industry have experienced this, the book industry is to follow suit.

 

It would go too far to point out in any detail how different universities are to these industries, but suffice it to say that teaching and learning are not the two sides of content transfer. Modern insights into learning and teaching, have taught us that much. The inclusion of technology does not alter how human beings acquire knowledge and skills, but  It does change how the environments in which such knowledge and skills acquisition takes place. So much have a few decades of research into technology-enhanced learning revealed to us. The author, however, seems to be of the opinion that our thinking about technology-enhanced learning starts with  Daphne Koller and Andrew Ng. As mentioned elsewhere on these Scoop.it pages, Tony Bates (http://tiny.cc/hzj8nx) and others included myself (http://tiny.cc/z2j8nx) have forcefully argued agains this common but dangerous mistake.

 

In conclusion, a view on learning as espoused in this scooped paper, is reductionist (in that it paints a one-sided picture of students as consumers) and ill-informed (as it ignores decades of research in learning and technology-enhanced learning). Technology-enanhanced learning and MOOCs deserve a better defence. @pbsloep

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The Simple Human Interactions That Make Learning Possible

The Simple Human Interactions That Make Learning Possible | Philosophy, Education, Technology | Scoop.it

Nothing will ever take the place of one person actually being with another person. Let’s not get so fascinated by what technology can do that we forget what it can’t do. A computer can help you learn to spell “H-U-G,” but it can never know the risks or the joy of actually giving or receiving one. It’s through relationships that we grow best–and learn best.


Via Nik Peachey
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Web 2.0 for ELT's curator insight, February 1, 2:21 AM

It is the combination that works best! 

Dinah Galligo's curator insight, February 1, 5:39 AM

Rien ne remplacera jamais les relations humaines !

Ricard Garcia's curator insight, February 1, 6:39 AM

Indeed!!! Soooo true!

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What makes a successful research project blog? Forums for generating ideas fare better than sharing final results.

What makes a successful research project blog? Forums for generating ideas fare better than sharing final results. | Philosophy, Education, Technology | Scoop.it
Coordinating a research project blog has many benefits, but it can lead to some difficulties in practice. Pat Thomson reflects on the types of project blogs in her experience worked better than oth...
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The Learning House Online Adjunct Faculty Report: A Survey of Practices

The Learning House Online Adjunct Faculty Report: A Survey of Practices | Philosophy, Education, Technology | Scoop.it

Key findings include:

One-size-fits-all policies are common. Policies that were designed for on-campus adjuncts were frequently applied to those who teach online, which can present challenges in the different modality.Adjuncts teaching online are often given responsibility and flexibility. Thirty-one percent of online adjunct faculty are often given responsibility for course design, and 21 percent of institutions allow online adjunct faculty the ability to totally customize the courses they teach.There are two approaches to how institutions have adjunct faculty develop online courses. Colleges and universities tend to fall into two camps, either using a “master course” philosophy (the institution develops the course) or “full development/customization” (the faculty member develops the course.Professional training and development are not guaranteed. Eighty-four percent of respondents reported high levels of technical and instructional design support, but most professional development and training requirements were offered face-to-face or on campus.Recruiting is the same for online and on-campus adjuncts. Online adjuncts are hired using the same advertising and screening methods used to hire on-campus adjuncts.
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Preparing for the digital university: a review of the history and current state of distance, blended, and online learning

Preparing for the digital university: a review of the history and current state of distance, blended, and online learning | Philosophy, Education, Technology | Scoop.it

The sheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as moocs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early mooc development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning.


Via Nik Peachey
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Santos Arturo Gamez's curator insight, October 16, 2015 4:26 PM

A research study, explaining several ways of implementing educational material and methodologies that could be used for each one.  Taking into consideration the impact of technology and its growth into the educational area.  For example distance education, blended and online learning and the adaptation of technology in this field.

Sonia Santoveña's curator insight, October 19, 2015 1:47 AM

añada su visión ...

Sonia Santoveña's curator insight, October 20, 2015 3:28 AM

añada su visión ...

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The 10 Most Critical Issues in Education Today

The 10 Most Critical Issues in Education Today | Philosophy, Education, Technology | Scoop.it
What are the most critical issues in education today? What are challenges that we must face, and the problems that can't afford to ignore?

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Web 2.0 for ELT's curator insight, September 19, 2015 3:26 AM

I'd add motivation on behalf of both students and teachers! Of course, as separate issues.

Carlos Rodrigues Cadre's curator insight, October 2, 2015 8:30 AM

adicionar sua visão ...

Nancy Papy's comment, October 25, 2015 5:44 AM
nice
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Making the most of Bloom's Taxonomy

Making the most of Bloom's Taxonomy | Philosophy, Education, Technology | Scoop.it
Sadly when most educators think of Bloom’s they think of just the single domain, the Cognitive, that rules so much of what we do in education. Had we focused on all three domains equally we may have better understood the part we do use and be much closer to a holistic view of education where the ‘Affective’ and ‘Psychomotor’ domains are viewed as equals to the cognitive. It is a shame that partly due to our obsession with Bloom’s we ignore the important aspects of our student’s feelings (hearts) and their doings (hands) despite these clearly playing a part in the taxonomy.

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Nik Peachey's curator insight, September 14, 2015 12:35 AM

Some food for thought.

Gary Harwell's curator insight, September 14, 2015 6:52 AM

Sounds good in theory.

Jim Barentine's curator insight, September 15, 2015 1:32 AM

So important to work in the upper tiers with students!

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6 Things Warwick University’s New Temp Agency Tells Us About Academic Precarity

6 Things Warwick University’s New Temp Agency Tells Us About Academic Precarity | Philosophy, Education, Technology | Scoop.it
Warwick University is to start trialling a new way of employing hourly paid staff. The ‘Teach Higher’ scheme has been met with strong opposition by both staff and students so far – but what does it tell us about academic precarity today? 1. We should get used to the idea of ‘internal outsourcing’. Precarious work […]
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Tackling transition in STEM disciplines report published

Tackling transition in STEM disciplines report published | Philosophy, Education, Technology | Scoop.it
This report is a result of a series of events run during the academic year 2013-14, and identifies transition as one of the most important issues facing STEM educators at the current time.
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Most university undergrads now taught by poorly paid part-timers

In Canada today, it’s estimated that more than half of all undergraduates are taught by contract faculty. They often teach the large introductory courses that tenured faculty like to avoid.  They put in 60- to 70-hour weeks grading hundreds of essays and exams, for wages that sometimes barely break the poverty line.


It’s what Kimberley Ellis Hale calls the university’s “dirty little secret.”  

 

Our universities are rightly celebrated for their great achievements in research. That’s what attracts the money, the prestige and the distinguished scholars. But the core of the teaching is being done by the most precarious of academic labourers.

 

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Universities found to offer ‘unlawful’ terms to students

Universities found to offer ‘unlawful’ terms to students | Philosophy, Education, Technology | Scoop.it
Drastic changes universities make to courses, and which students are forced to accept after they have already enrolled, may contravene consumer law, a report has found.
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The Battle for Open: How Openness Won and Why it Doesn’t Feel Like Victory, by Martin Weller

The Battle for Open: How Openness Won and Why it Doesn’t Feel Like Victory, by Martin Weller | Philosophy, Education, Technology | Scoop.it
Sandra Leaton Gray on a chilling true story of the monetisation of the contents of academics’ heads

Via Gabi Witthaus
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Thomas Docherty on academic freedom

Thomas Docherty on academic freedom | Philosophy, Education, Technology | Scoop.it

Managerial fundamentalism has taken hold in universities, with scholars viewed as resources that must be controlled, argues the Warwick scholar

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