- ‘Introduction to Ancient Rome,’ the Flipped Version – Commentary – Observations on flipping. An observation on outsourcing content
"But in the humanities, at least, a flipped class is unlikely to work very well with content created by someone other than the instructor because doing so reduces the instructor's authority in the eyes of the students. Mohamed Noor, a biology professor at Duke University, used his own Coursera course to flip his campus-based course. But I suspect that the flipped class would have been substantially less successful if he had been required to use someone else's lectures and other course materials as the "textbook" of his own course.
"In basic terms, every instructor tells his or her own story with the course content. Not only is that part of the fun, but it's the place where our research intersects with our teaching. Furthermore, students tell us that an essential component of a successful flipped class is a strong connection between in-class and outside-of-class activities."
And another about generic activities –
"Another key secret about flipping a class: Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class. In other words, they have to come to see the value of doing assigned pre-class work and then see that coming to class is an efficient way to learn (or, more precisely, to earn high grades). It will take considerable effort and resources, not to mention additional classroom support staff in larger classes, to run pedagogically sound flipped classes. It will take a lot of energy to develop activities that work for one's particular audience—and what works for my group may well not work for a class at Haverford or Yale. – (xmooc flippedcourse DH outsourcing )
- Student Reading Practices in Print and Electronic Media – "The research found that they almost always used e-book readers, mobile devices, and tablet computers for nonacademic reading but relied on paper printouts for academic reading." and "Perhaps most notably, many of the study participants said they saw themselves as belonging to the generation before the first truly digital generation. " from the Chronicle report on the work. <http:></http:>
I read on the boards today our past and our future.
Martin Weller is coming face to face with the inequities that tuition burdens place on students, as he discusses here.
… The higher education sector in the UK was a widely respected, profitable and functioning system. It was by no means perfect and certainly wasn’t efficient, but it worked. I appreciate it worked because it was funded to an extent by the UK taxpayer, but even in hard economic terms, this shift from Government debt to private debt doesn’t hold up to scrutiny. Not all debt is equal – Government debt can be long term and at low interest rates. Private debt creates a liquidity trap in times of economic crisis, because individuals seek to reduce their debt and thus don’t contribute to growth, thereby creating more debt. And a nation’s debt is best measured by combining Government debt, financial institutional debt, and personal debt. Shifting it to individuals then doesn’t reduce the overall debt, it just increases the damage it does to your economic outlook.
We’ve seen the tuition gap spreading in the States over the past 15 years or so, Martin. It gets worse as they privatize the student loan sector. Administrative costs rise. Faculty pay is cut. But worst of all, education becomes too expensive first for students to explore, and then too expensive to engage full time. The kicker comes when they ask the universities to re-work the curriculum so that students can finish a four-year degree in three years. Why? To keep the cost down. The cost they created by shifting funding away from student tuition.
And George Siemens publishes an open letter to Canadian Universities detailing their lack of leadership. As opportunities for education are created by Canadian faculty (MOOCs), the leadership turns south, to the US.
Canadian universities are squandering an opportunity to reply meaningfully to Coursera and EDx. I’m aware of at least two major Canadian universities that are negotiating to join Coursera. Why give not develop your own? Why not create an active experiment in a Canadian context that allows you to build your understanding of emerging learning models?
This is just as spooky as needless tuition increases, but to be expected. It’s a signal that MOOCs will be appropriated as a corporate product. They are using the pseudo-MOOC to sneak mass tuition in by the back door.
Leaders, but no leadership. In desparation, I blame the bankers. Black Friday’s comin’ back.
- Coursera, the Other Stanford MOOC Startup, Officially Launches with More Poetry Classes, Fewer Robo-Graders – MOOC-wanna-be's are entering the arena. This is not a mooc – so much as an off-loading of work. It doesn't rely on other participants but on the teacher alone; it doesn't ask student to create but study; it doesn't demand aggregate, etc. – (mooc NotAMooc DE outsourcing )
- Attwell – Reflections on PLEs – excellent. Attwell responds with a 17 min video to questions for OU students in Portugal. I usually dislike video responses (I can read faster and can control re-reading) but this one is worth the time because Graham gives an overview of the work he's been doing with PLEs for a few years. that's two years condensed into 17 mins. – (ple oer openeducation lms )