A response to Kevin Werbach on MOOC "rock stars"
Kevin Werbach, a Wharton professor who has been teaching a MOOC on gamification (I know, my two favorite tastes together at last!), has written a Chronicle post decrying the use of the “rock star” moniker for MOOC profs. “The rock-star meme implies that teaching is all about performance,” says Werbach. Of course, it’s possible that the rock star metaphor works… read more
"Flipped" classrooms don't invert traditional learning so much as abstract it
Some promote MOOCS as the future of lower-cost higher eduction, while others lament them a solutionist privatization of educational practice. Despite the polarization, both MOOCs and flipped classrooms enjoyed positive mentions last week from President Obama, who announced a White House plan to make college more affordable: A rising tide of innovation has the potential to shake up the higher… read more
MOOCs scale for bankers and industrialists, not for students
You might want to read this New York Times article about Georgia Tech’s new online masters degree in computer science. The article is pretty good, reasonably balanced, and looks at the issue from (almost) all sides. Notable side missing, as usual: what students think. Anyway, I’ve said enough about this whole MOOC thing, but I did want to highlight one… read more
A roundtable at the LA Review of Books
On June 14-15, 2013, the LA Review of Books hosted a two-part roundtable on Massive Open Online Courses (MOOCS). Participants included me, Cathy N. Davidson, Al Filreis, and Ray Schroeder. Below is my contribution to part two, which included responses to the statements in part one (which you can find here; this response won’t make much sense unless you read… read more
A roundtable at the LA Review of Books
On June 14-15, 2013, the LA Review of Books hosted a two-part roundtable on Massive Open Online Courses (MOOCS). Participants included me, Cathy N. Davidson, Al Filreis, and Ray Schroeder. Below is my contribution to part one, which included initial statements by each of the participa. Part two will include responses to these statements. Please visit the LARB website to… read more
Why do we take course ratings seriously in light of the horror of anonymous ratings and comments online?
I woke up this morning to a flurry of Facebook links to Do the Best Professors Get the Worst Ratings? on Psychology Today. Everyone also seemed to be excerpting the same summary, and I now follow suit here: To summarize the findings: because they didn’t teach to the test, the professors who instilled the deepest learning in their students came… read more
The ouroboros only eats ouroboroi
Kevin Werbach, who has been teaching a free Coursera MOOC on Gamification, spoke about teaching a free Coursera MOOC on Gamification at the $1k-2k/head GSummit, the gamification conference run by gamification consultant Gabe Zichermann. Now you can pay $15 to watch a video of Werbach talking about teaching a free Coursera MOOC on Gamification at the $1-2k/head Gsummit, the gamification… read more
With funding tight, the state of California has turned to Udacity to provide MOOCs for students enrolled in remedial courses. But what is lost when public education is privatized?
One night recently, it was raining hard as I drove to pick my son up from an evening class at the Atlanta Ballet. Like many cities, Atlanta’s roads are in terrible condition after years of neglect. Lane divider paint is so worn as to become invisible in the wet darkness, potholes litter the pavement. But this time the danger was… read more
On the top-heaviness of universities
An article in Business Week has been making the rounds this holiday weekend, The Troubling Dean-to-Professor Ratio. It’s about the top-heaviness of universities and the growth of senior and executive administration. The “money quote,” so to speak, is this: At universities nationwide, employment of administrators jumped 60 percent from 1993 to 2009, 10 times the growth rate for tenured faculty.… read more
A whole book about a single line of code. By ten authors.
This book is available in digital or physical format. Buy from Amazon This book takes a single line of code—the extremely concise BASIC program for the Commodore 64 inscribed in the title—and uses it as a lens through which to consider the phenomenon of creative computing and the way computer programs exist in culture.The authors of this collaboratively written book… read more