One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.
In the rush to online education, faculty members have been signing contracts that abrogate the ownership of their classes, erode their collective interests, and threaten the quality of higher education. No standard (let alone best) practice has yet emerged, and faculty members are largely in the dark about what is at stake.
Put simply, the stakes are huge. Online education is the new frontier where the traditional rights of faculty members and the quality of instruction are up for grabs. It is a frontier that threatens to turn all faculty members, including those on the tenure track, into teachers who “work for hire.”
In this letter to Dr Andreas Schleicher, director of the OECD's Programme for International Student Assessment, academics from around the world express deep concern about the impact of Pisa tests and call for a halt to the next round of testing
With the proportion of students completing bachelor’s degrees in the humanities plummeting, there is growing talk of a crisis in these disciplines. And yet one recent independent ranking listed three philosophers among the world's top five global thinkers for 2013.
Location-based social networks are allowing scientists to study the way human patterns of behavior change in time and space, a technique that should eventually lead to deeper insights into the nature of society.
Clayton M. Christensen and Michelle R. Weise: JOURNALISTS, AS 2013 ended, were busy declaring the death of MOOCs, more formally known as massive open online courses. Silicon Valley startup Udacity, one of the first to offer the free Web-based college classes, had just announced its pivot to vocational training — a sure sign to some that this much-hyped revolution in higher education had failed. The collective sigh of relief from more traditional colleges and universities was audible.
The news, however, must have also had the companies that had enthusiastically jumped on the MOOC train feeling a bit like Mark Twain. When newspapers confused Twain for his ailing cousin, the writer famously quipped, “The report of my death was an exaggeration.” Undoubtedly pronouncements over MOOCs’ demise are likewise premature. And their potential to disrupt — on price, technology, even pedagogy — in a long-stagnant industry is only just beginning to be seen.
As power shifts to consumers—who can program their own content using powerful technology and simple interfaces—curation moves out of the hands of professionals and into communities, platforms and algorithms.
We pretend that the university entry system is broadly meritocratic. But in Britain the privately educated child of a professional family is three times more likely to get into a top university than the child of poorer parents. It will take radical reforms to reverse that.
Why aren’t there more radical teachers? Is it just the difficulty of being radical in a system built around compulsion, discipline, conformity, and reproduction of the class structure? Or is part of the problem the way that people become teachers? Indeed, why is it that so many educational radicals were never formally trained as teachers?