Seems like the discussion about MOOCs so often gets cast in an “us vs. them” narrative, with people wondering whether or not the new guy on the block will supplant the venerable institutions of higher learning.
Media theorist Clay Shirky wrote a great piece that contextualizes the revolution in education within the “big pictures” of both technological innovation and higher education. It’s a long piece that is worth the read. One bit that particularly resonates:
The fight over MOOCs isn’t about the value of college; a good chunk of the four thousand institutions you haven’t heard of provide an expensive but mediocre education. For-profit schools like Kaplan’s and the University of Phoenix enroll around one student in eight, but account for nearly half of all loan defaults, and the vast majority of their enrollees fail to get a degree even after six years.
…In the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it. And if some of the hostages having trouble coming up with the ransom conclude that our current system is a completely terrible idea, then learning will come unbundled from the pursuit of a degree just as as songs came unbundled from CDs.
It’s one thing to argue for traditional classrooms against the onslaught of massive online classes. It’s quite another to remain ignorant of all the people who are boxed out of our current educational framework.
Posted by Jim Caccamo on November 16, 2012
This past week saw some fireworks over changes in the language of the Coursera license agreement. Seems that they were contacted by the state of Minnesota about registration of degree-granting institutions and decided to change their terms of service. Ok.
Here’s my paraphrase of the story that the tech press told: Minnesota won’t let its citizens take online classes. Obviously, Minnesota is a fascist state that wants to control every aspect of people’s lives, including how and when they think. How dare a state stifle innovation!? This sort of stuff was the core of quite a few stories that felt, to me, reactionary, off the cuff, melodramatic, and snarky. Ars Technica seems to have been the first organization to research the situation. The title of their story says it all: No, Minnesota did not kick Coursera out of the state. (Check out the transcript of the letter to Coursera from George R. Roedler, Jr., Manager of Institutional Registration & Licensing in the churnalisticly titled story “Is Minnesota cracking down on MOOCs?” )
So, what gives?
Posted by Jim Caccamo on October 22, 2012
It’s the last week in August and I’m back in the classroom. (And back to blogging regularly!) School started on Monday, and suffice it to say that we’re all a bit rusty. Add to that the fact that I’ve been away from teaching for a year, and there are a lot of cobwebs to clear.
For teachers everywhere, the start of a new semester is also a time to revise assignments. Most of the time we’re iterating in order to refine and increase the effectiveness of the things that we do to engage students in the process of critical reflection. Sadly, sometimes we’re just figuring out ways to assign things that will be harder to complete by plagiarizing.
And these days, we are all under a lot of pressure, what with the current surge in articles heralding (or reflecting on) the end of the university at the hands of online education. We are currently in the midst of a surge of excitement of the prospects for digitally mediated learning spaces. Some of this makes sense to me from the standpoint of learning. There are so many more people going to college today—both in terms of numbers and diversity of background—than when the predominant model of the university was developed, it seems more than reasonable that some re-visioning and innovating is in order. (Heck, I’ve never taken or taught a class of more than 35 students, so I don’t know how people even do that!)
Posted by Jim Caccamo on August 30, 2012
Happy Father’s Day, belatedly! My parents and in-laws were in town this weekend, so I was not able to finish this post on time. But here it is, hopefully still of interest.
Over the course of Friday, we saw an interesting story unfold about an Scottish food blog written by primary school student. John Russell at The Next Web (UK: Local Authorities Silence 9-Year-Old Girl Behind School Lunch Blog) writes:
A nine-year-old British school girl has had her popular blog about school food closed by a local council. Martha Payne, a primary school student in Western Scotland, began posting photos of her school dinners with commentary in May and today ‘Never Seconds‘ passed more than 2 million page views.
Posted by Jim Caccamo on June 18, 2012