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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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The 'Sage on the Stage' and the End of the Classroom Lecture

I remain a traditionalist, a traditionalist in the sense that I believe the most important relationship on any college campus – the one with greatest potential to impact students in a positive way – is the relationship between students and faculty. I also believe that, at its core, this relationship has to be about the processes of discovery and innovation. There is nothing more impactful on students than faculty who conduct research in the lab, in the field, or in the library...

ED CPO on Privacy, Emerging Technologies, and New Uses of Data

When I first accepted the position as ED’s Chief Privacy Officer the workload revolved heavily around privacy issues in the K-12 context, especially issues relating the Family Educational Rights Privacy Act (FERPA) and its applicability to State Longitudinal Databases. Recently our office is spending an increasing amount of time providing guidance in the higher ed arena. Colleges, universities, and other postsecondary institutions often have research agendas that involve data; they...

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