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Randy Pausch's Boldest Innovation
A central concern with MOOCs and other student directed learning experiences is that by decentering the traditional gatekeeping role of teachers, such experiences lack an authoritative center for determining the rigor and depth of a course as well judging the mastery of learning outcomes by students. In a traditional one-to-many style of pedagogy, teachers simultaneously perform the roles of content creator, disseminator, and arbitrator of student success. The basis for academic rigor is based on structures such as the credit hour – students meet for three hours a week, complete three hours of homework between meetings, and repeat this cycle for 15 weeks.
Latest Posts
Refactoring Coursera
There’s really four elements companies like Coursera have brought to the table.
...Lessons from Dewitt by Mike Chapple
Recently the higher education IT community suffered a great loss when Dewitt Latimer was tragically taken from us after a motorcycle accident in Montana. The news of Dewitt’s accident spread quickly through the institutions he served: Clemson, Kent State, the University of Tennessee, Notre Dame, and Montana State. This quickly led to an outpouring of stories on social media and mailing lists from those who knew Dewitt and the impact he had on higher education IT.
I first met...
Trending Now: Postsecondary
MOOCs dominate recent news and reports in next generation learning, while Southern New Hampshire makes history with competency-based learning.
Last month, Kristen Vogt inaugurated a monthly series on the latest news and reports on next generation learning, contributing the view from the postsecondary sphere. Leading off her inaugural post were notes on the rapidly evolving new federal policies about...
Why MOOCs are like Farmville, Part II
Listening - The First Step of Many
When I was asked by EDUCAUSE to write a blog about the experiences of a first-time CIO, I was concerned that I wouldn't have enough to write about that would be of interest to the EDUCAUSE community. It then occurred to me that I'd like to approach this the way I approach many situations like this - ask and listen!
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