Here’s some rethinking: maybe we need higher ed institutions that can teach artificial students.
A commentary by Chuck Martin of MediaPost describes robots replacing students. Robot Completes College Course […]
Jack wrote a new post, Analyzing Scope and Scale of On-Line Antiquities Courses, on the site Rethinking Higher Education 5 months, 4 weeks ago
LIGHTNING / BIG IDEA / ON LINE ARCHEOLOGY
Smart people have thought a lot about how to teach classical antiquity and archeology on-line, but it’s mostly new wine in old amphorae.
LIGHTNING / BIG IDEA / MICRO LEARNING
In micro learning, not only is the content short and compelling but the quizzes come fast and full of cognitive engagement.
Distributing vs. […]
I am deeply interested in assessment tools, and have particularly worked around MCQs and ways to improve them. One way we mentioned the other class is by including confidence degrees, or degrees of certainty (Leclercq, D.) in each item of the test. Basically, the student has to indicate, quickly after each response, how sure she was about the exactitude of the given answer. This article by Belgian researchers Leclercq and Poumay (2006) delves into this idea.
Here in the US, Case and Swanson (e.g., 2001) have written some of the most consulted works about construction of MCQ items.
My first big job came before I graduated college, maybe in spite of graduating college.
Working summers in my father’s store-front print shop, I learned a lot about typesetting, printing, images and pages. But […]
Since 2014, Gallup in partnership with Purdue University and the Lumina Foundation has been surveying key issues in career services for bachelors degree students. In the Gallup-Purdue Index Report for 2016, about […]
My Big Idea is to explore the opportunities for microlearning a conventional graduate-level course, to turn 15 weeks of two-hour seminars plus readings into a 12-minute self-paced, interactive multimedia event […]
Great choice, and I bet Professor Macaulay-Lewis will be interested!
I wonder if you’d consider building a 12 minute micro course or lesson, and assess it (perhaps using us (classmates) as the focus group. I’d love to see how well the information was retained and what the lessons do to enhance critical thinking and building on knowledge. Your idea, as a supplemental tool for instructors is great! But I worry that as a primary learning method, it might be limited.
Maybe you’re already building the prototype, or maybe I’m asking for too much.
I thought about micro learning for “Rethinking Higher Ed”, but the course is only half done and the outcomes are much harder to define. Plus I know I, for one, don’t really have an opinion yet about how to improve higher ed. We’ve covered a lot of what doesn’t work and why the system hasn’t been able to change, but I’m not sure we’ve come across any solutions that don’t involve wishing.
Also, having taken the whole Classical NYC course, it has the potential for some spectacular visuals — architecture, GIS, historical images, timelines … and New York City.
LIGHTNING / TECHNOLOGY
The drive to Learn More Faster is leading to new tools for augmenting cognition, improving memory and accelerating learning for the students of the future.
LIGHTNING / CURRICULUM / MICROLEARNING
Design and application of micro-learning video in flipped classroom by Jing Chang, Dong Liu, and Xiaoguang Deng, South China Business College, Guangdong, […]
Juan wrote that “many colleges are becoming more aware that the status quo tends to favor students from more affluent families.”
The first column in the chart below shows the state of college attainment in […]
LIGHTNING / CURRICULUM
Learning in Bursts: Microlearning with Social Media
by Stephanie Trowbridge, Clair Waterbury and Lindsey Sudbury, Northeastern University. EDUCAUSE Review
Serena’s eye-opening discussion about Hunger and Homelessness among Community College Students and the Lightning Round on mental health challenges both underscore the socializing and assimilating roles of public […]
ROBOTS NEED US
Maybe there will be new work generated by intelligent machines, but many of the newest jobs being cooked up by Silicon Valley’s prodigies — Uber driver, AirBnB hotelier, Amazon sortation […]
It’s not just about robots. Companies outsource work to contractors and contingent employees for many reasons. Neil Irwin’s New York Times article contrasts two janitors, on at Kodak and one at Apple a generation apart:
To Understand Rising Inequality, Consider the Janitors at Two Top Companies, Then and Now
This situation is also happening inside the higher education institutions, with what is called non-tenure-track or adjunct faculty members. These -as well as the workers described by the piece above- are generally part-time, contingent, with short-term contracts (thus unstable), without benefits or office space, and underpaid. A recent source (Finkelstein, Conley, and Schuster, 2017) estimates that 70% of all faculty positions in the American higher education system are filled with this type of faculty, and they teach the majority of general education and introductory courses. Here we have another major challenge for the future of the American higher education.