There’s a pretty good summary of the state of affairs in at least part of mooc-land via the Chronicle of Higher Ed. If ever there was an occasion to define schadenfreude by example, this is it:
Academics to Udacity Founder:Told Ya (November 27, 2013 by Steve Kolowich)
The article looks at the recent profile of Sebastian Thrun in Fast Company, but more importantly (along with the mildly snarky quotes) provides the links to the results of studies at San Jose State and the University of Pennsylvania. Those studies indicate that MOOCs did not have much efficacy in helping underprepared and underprivileged students, as many early proponents had suggested.
“Researchers at the University of Pennsylvania recently noted that the students taking MOOCs from Penn on Coursera, another major MOOC platform, tend to be well educated already. ‘The individuals the MOOC revolution is supposed to help the most—those without access to higher education in developing countries—are underrepresented among the early adopters’ ”, noted the Chronicle in an earlier article.
The November 27 Chronicle article ends with a quote from my friend Russ Poulin of WCET, who said in part: “Udacity and its sister organizations need to be commended for bringing the conversation back to teaching, learning, and outcomes.” While I agree, I am left to wonder whether that conversation will be sustained, or whether academic leaders will also say “told ya so” and step back from pushing the envelope with technology-mediated learning in more meaningful ways.
For participants in the Boyd/Marquard Flipped or Flopped discussion on Friday November 15, 2013, 9:30 AM-10:30 AM – Colorado GH:
You should view at at least two videos in preparation for the session (and there will be a quiz!):
To hear an MSU math faculty member’s comments after a semester of using one of these active learning classrooms, watch this video.
If you want to read more about TEAL classrooms and Active Learning, go here for starters (extra credit will be awarded):
One of the channels in Pearson’s broader Teaching and Learning blog.
Good stuff on responsive design, science of learning, etc.:
From Sumeet Moghe’s The Learning Generalist blog:
…”When one designs a school system to maximise grades then true learning falls by the wayside and the pressure for success in exams take over. Don’t waste your time with lenses – the syllabus for the exam is just about mirrors. Stop reading that blogpost about environmental justice, it’s time for you to focus on math. Why do you want to learn about germination now? It isn’t part of the exam papers until next year! Why are you interested in learning about communist dictatorship when the teacher’s asked us to study Tughlaq? Unfortunately we don’t really learn in that fragmented fashion. We learn through a deep immersive passion for things. We learn through joy, amazement and wonder.”
101 Signals: The 22 Thinkers, Websites, Explorers, and Feeds That Will Keep You in on All the Science News -
Have you been propagating a few urban legends?
From EDUCATIONAL PSYCHOLOGIST, 48(3), 169–183, 2013
(If you have a subscription: http://www.tandfonline.com/doi/pdf/10.1080/00461520.2013.804395)
Do Learners Really Know Best? Urban Legends in Education
Paul A. Kirschner
Centre for Learning Sciences and Technologies
Open University of The Netherlands
Jeroen J. G. van Merrienboer
Department of Educational Development & Research and Graduate School of Health Professions Education
This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate.
List of the 18 people who will tell you everything you need to know about design…
“If you’re drowning in noise, let WIRED’s 101 Signals be your lifeline. These are the core nutrients of a good data diet.”