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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.
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Exploring and Designing Breakthrough Models in Higher Education
With the release of an updated EDUCAUSE on Campus toolkit, Exploring and Designing Breakthrough Models in Higher Education, Next Generation Learning Challenges (NGLC) completes a trio of publications intended to guide those of you who are interested in making the move towards tech-enabled next generation learning....
What We're Reading, April 2013
"The 3-D Printing Revolution: Dreams Made Real, One Layer at a Time," Rachel Ehrenberg, Science News 183 (5) (March 9, 2013)
http://www.sciencenews.org/view/feature/id/348429/description/The_3-D_Printing_Revolution
Status report and backgrounder on 3-D printing: "Many herald 3-D printing as a game changer, a 'disruptive' technology that will turn...
Blazing the Trail in Texas: Work in Progress on the Texas Affordable Baccalaureate
“What we’re talking about is a different satisfactory academic progress model than most of you are used to,” said project leader Van Davis to a large group of faculty from the two Texas campuses implementing the Texas Affordable Baccalaureate. Far from being shocked by his statement, the group appeared eager to dive into the day’s work on that very model.
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Trending Now: Recent News in the Postsecondary World of Next Generation Learning
One of the more captivating issues we at Next Generation Learning Challenges (NGLC) have been watching is the federal guidance regarding financial aid funding eligibility for competency-based, self-paced degree programs. This new policy position clarifies the removal of an important barrier for institutions that...
Peanut Butter Meets Chocolate: Hewlett OER and Deeper Learning Grantees Join Forces for a Day
The San Diego weather was cooler than usual last week, but an occasional chilly breeze off the Pacific did little to cool the enthusiasm among the William and Flora Hewlett Foundation grantees gathered at High Tech High School to exchange ideas and build on one another’s learning. Next Generation Learning Challenges (NGLC) staff joined the gathering because the Hewlett Foundation was a key supporter of NGLC’s first...
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