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OLDaily - Text Edition by Stephen Downes Jul 21, 2016
Moocs can transform education â but not yet
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This article runs through some of the standard
pronunciations to the effect that the MOOC is not
disruptive, throws out some stats attesting to their
popularity, and then shifts into a discussion of what can
be done to make MOOCs work, for example, by employing them
in the flipped classroom model. Most of the article is
structured around a conversation with Stanford University
president John Hennessy, which I think explains the focus
on traditional education models. The middle part of the
article focuses on the Stanford model for universities. "If
you look at the threat to most universities, it’s
that their cost model currently grows faster than their
revenue model," Hennessy says. "So now the question
is, can you find a way to introduce technology and help
reduce your cost growth?" Which brings us back to MOOCs,
and Rick Levin, chief executive of Coursera. "Yale
professors, instead of teaching a 15-person seminar three
or four times a year, can teach 6,000 people in one
sitting," he says.
(Note: to disable the sites limit on articles, search for
and delete cookies with the string 'timesh' in your
browser.)(The broken image accompanying the article is
deliberate; I'm not sure why.)
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Read Like A Detective
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The first two thirds of this post constitute a pretty good
discussion of the Common Core emphasis on close reading
(that is, reading where sentence construction and word
selection are studied closely in order to understand the
author's intent). A good reader reads closely naturally,
and instances of ambiguity or errors of reasoning glare red
like red scars over the text. But a sole focus on close
reading dismisses as irrelevant what the readers themselves
bring to the work, rendering it a performance and not a
dialogue. "Why should students be denied this same
opportunity to 'break away' from the text as they make
comparisons to personally relevant and timely issues
related to a broader and more lively discussion of who
and what determines an unjust law," asks Jonathan Chase?
This, he suggests, is a result of the focus of Common Core
on outcomes, as defined by standardized testing,
rather than on process, where "students’ thoughts and
feelings matter a great deal."
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Copyright 2016 Stephen Downes
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