Can the net really replace Universities? Also, aren't Universities not just a source of information, but also a source of credibility? Isn't it obvious that anyone can get a free College level education provided there is a Library in town? Don't colleges provide an educated person with credibility so that when he or she goes out into the world and says he is educated he or she can prove so?
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19 Mar 11
Tony WhitsonUniversities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people.
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23 Jan 11
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04 Jan 11
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Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people.
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01 Jan 11
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17 Dec 10
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24 Aug 10
Andrew BarrasGreat Don Tapscott article about demise of higher ed system
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17 Aug 10
Steven ShaoAnd then they're explaining to somebody else … and there's an authentic understanding of what's going on. So much better than what would happen if I, as the teacher person, explain it
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06 Aug 10
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25 Jul 10
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14 Jun 10
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In the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion. The teacher is the transmitter and student is a receptor in the learning process. The formula goes like this: "I'm a professor and I have knowledge. You're a student, you're an empty vessel and you don't. Get ready, here it comes. Your goal is to take this data into your short-term memory and through practice and repetition build deeper cognitive structures so you can recall it to me when I test you."... The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either.
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10 May 10
Giorgio BertiniIn the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion. The teacher is the transmitter and student is a rec
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18 Dec 09
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04 Dec 09
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29 Nov 09
Max UgazLa inevitable muerte de la universidad
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When reality is labeled unthinkable, it creates a kind of sickness in an industry. Leadership becomes faith-based, while employees who have the temerity to suggest that what seems to be happening is in fact happening are herded into Innovation Departments, where they can be ignored en masse. This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times. One of the effects on the newspapers is that many of their most passionate defenders are unable, even now, to plan for a world in which the industry they knew is visibly going away.
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19 Nov 09
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06 Nov 09
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04 Nov 09
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03 Nov 09
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23 Oct 09
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21 Oct 09
Joseph KrausIn the industrial model of student mass production, the teacher is the transmitter and student is a receptor in the learning process. "I'm a professor and I have knowledge. You're a student, you're an empty vessel. Your goal is to take this data into you
education future colleges university learning teaching tapscott academia
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08 Oct 09
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Add Sticky Note
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Maybe.
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Add Sticky Note
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not to mention in grade school there is a two way interaction between students and teachers
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Add Sticky NoteThe old-style lecture, with the professor standing at the podium in front of a large group of students, is still a fixture of university life on many campuses. It's a model that is teacher-focused, one-way, one-size-fits-all and the student is isolated in the learning process. Yet the students, who have grown up in an interactive digital world, learn differently. Schooled on Google and Wikipedia, they want to inquire, not rely on the professor for a detailed roadmap. They want an animated conversation, not a lecture. They want an interactive education, not a broadcast one that might have been perfectly fine for the Industrial Age, or even for boomers. These students are making new demands of universities, and if the universities try to ignore them, they will do so at their peril.
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Not to mention Grade school also gets students used to a two way interaction between student and teacher
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Add Sticky Notebig universities would be "relics" within 30 years.
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How will the net replace the University and provide the same level of credibility? It is a popular anecdote that one can acquire a free college education simply by having a library in town. However if you want to go out into the world and say that you are educated you must have a degree to prove it. I don't think the net will replace universities, after all the net is a tool that Universities use.
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Add Sticky NoteMost graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans)."
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If such a problem exists this would be very disconcerning
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problem-focused programs
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02 Oct 09
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30 Sep 09
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23 Sep 09
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17 Sep 09
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Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people.
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Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people.
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Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people
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Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people
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Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people
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n the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion. The teacher is the transmitter and student is a receptor in the learning process. The formula goes like this: "I'm a professor and I have knowledge. You're a student you're an empty vassal and you don't. Get ready, here it comes. Your goal is to take this data into your short-term memory and through practice and repetition build deeper cognitive structures so you can recall it to me when I test you."
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The broadcast model might have been perfectly adequate for the baby-boomers,
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But young people who have grown up digital are abandoning one-way TV for the higher stimulus of interactive communication they find on the Internet. In fact television viewing is dropping and TV has become nothing more than ambient media for youth — akin to Muzak. Sitting mutely in front of a TV set — or a professor — doesn't appeal to or work for this generation
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oung Americans under 30 are the first to have grown up digital. Growing up at a time when cell phones, the Internet, texting and Facebook are as normal as the refrigerator. This interactive media immersion at a formative stage of life has affected their brain development and consequently the way they think and learn.
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The issue of pedagogy raises a deeper issue — the purpose of the university. In the old model, teachers taught and students were expected to absorb vast quantities of content.
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What counts is your capacity to learn lifelong, to think, research, find information, analyze, synthesize, contextualize, critically evaluate it; to apply research to solving problems; to collaborate and communicate.
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t's not only what you know that really counts when you graduate; it's how you navigate in the digital world, and what you do with the information you discover. This new style of learning, I believe, will suit them.
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The lecture hall is a prime example of mass education. It came along with mass production, mass marketing, and the mass media.
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08 Sep 09
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28 Aug 09
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For those of us like me who have been working on the Internet for years, it was very clear you couldn't encounter free software and you couldn't encounter Wikipedia and you couldn't encounter all of the wealth of cultural materials that people create and exchange, and the valuable actual software that people create, without an understanding that something much more complex is happening than the dominant ideology of the last 40 years or so. But you could if you weren't looking there, because we were used in the industrial system to think in these terms.
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Don Tapscott, who is looking at the challenges the digital revolution poses to the fundamental aspects of the University.
"Universities are finally losing their monopoly on higher learning", he writes. "There is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there is a widening gap between the model of learning offered by many big universities and the natural way that young people who have grown up digital best learn."
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It's a model that is teacher-focused, one-way, one-size-fits-all and the student is isolated in the learning process. Yet the students, who have grown up in an interactive digital world, learn differently. Schooled on Google and Wikipedia, they want to inquire, not rely on the professor for a detailed roadmap. They want an animated conversation, not a lecture. They want an interactive education, not a broadcast one
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26 Aug 09
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24 Aug 09
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19 Aug 09
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18 Aug 09
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17 Aug 09
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09 Aug 09
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07 Aug 09
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06 Aug 09
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J.Randolph RadneyOne strategy being used in this program is called just-in-time teaching; it is a teaching and learning strategy that combines the benefits of Web-based assignments and an active-learner classroom where courses are customized to the particular needs of the class. Warm-up questions, written by the students, are typically due a few hours before class, giving the teacher an opportunity to adjust the lesson "just in time," so that classroom time can be focused on the parts of the assignments that students struggled with. Harvard professor Eric Mazur, who uses this approach in his physics class, puts it this way: "Education is so much more than the mere transfer of information. The information has to be assimilated. Students have to connect the information to what they already know, develop mental models, learn how to apply the new knowledge, and how to adapt this knowledge to new and unfamiliar situations.
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The issue of pedagogy raises a deeper issue — the purpose of the university. In the old model, teachers taught and students were expected to absorb vast quantities of content. Education was about absorbing content and being able to recall it on exams. You graduated and you were set for life — just "keeping" up in your chosen field. Today when you graduate you're set for say, 15 minutes. If you took a technical course half of what you learned in the first year may be obsolete by the 4th year. What counts is your capacity to learn lifelong, to think, research, find information, analyze, synthesize, contextualize, critically evaluate it; to apply research to solving problems; to collaborate and communicate.
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John Seely Brown is director emeritus of Xerox PARC and a visiting scholar at USC. He noticed that when a child first learns how to speak, she or he is totally immersed in a social context and highly motivated to engage in learning this new, amazingly complex system of language. It got him to thinking that "once you start going to school, in some ways you start to learn much slower because you are being taught, rather than what happens if you're learning in order to do things that you yourself care about…. Very often just going deeply into one or two topics that you really care about lets you appreciate the awe of the world … once you learn to honor the mysteries of the world, you're kind of always willing to probe things … you can actually be joyful about discovering something you didn't know … and you can expect always to need to keep probing. And so that sets the stage for lifelong inquiry."
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Students start internalizing what they've learned in class only once they start talking to each other, says Seely Brown: "The whole notion of passively sitting and receiving information has almost nothing to do with how you internalize information into something that makes sense to you. Learning starts as you leave the classroom, when you start discussing with people around you what was just said. It is in conversation that you start to internalize what some piece of information meant to you."
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I know many bright students who feel the same way. The big thing these days is to get an "A" without ever having gone to a lecture. When the crème de la crème of an entire generation is boycotting the formal model of pedagogy in our educational institutions, the writing is on the wall.
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The university campus has been "a wonderful place for young people to go for four years to get older", as Princeton sociologist Marvin Dressler told me a decade ago. "While they're there they're bound to learn something" he said.
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Campuses that embrace the new models become more effective learning environments and more desirable places. Even something as simple as online lectures do not undermine the value of on-campus education, they have enhanced it. The video lectures allow students to absorb the course content online — whenever it's convenient — and then get together to tinker, invent new things, or discuss the material. The experience has shown MIT that real value of what they offer is not the lecture per se, but rather the whole package — the content tied to the human learning experience on campus, plus the certification. Universities, in other words, cannot survive on lectures alone.
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Luis M. Proenza, president of the University of Akron.
He asks a provocative question: Why should a university student be restricted to learning from the professors at the university he or she is attending. True, students can obviously learn from intellectuals around the world through books, or via the Internet. Yet in a digital world, why shouldn't a student be able to take a course from a professor at another university? Proenza thinks universities should use the Internet to create a global centre of excellence. In other words, choose the best courses you have and link them with the best at a handful of universities around the world to create an unquestionably best-in-class program for students. Students would get to learn from the world's greatest minds in their area of interest — either in the physical classroom, or online. This global academy would be also be open to anyone online. This is a beautiful example of the collaboration I described in the book I co-authored, Wikinomics.
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Why not allow a brilliant grade 9 student to take first-year math, without abandoning the social life of his high school? Why not deploy the interactive power of the internet to transform the university into a place of life-long learning, not just a place to grow up?
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05 Aug 09
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Yet the students, who have grown up in an interactive digital world, learn differently. Schooled on Google and Wikipedia, they want to inquire, not rely on the professor for a detailed roadmap. They want an animated conversation, not a lecture. They want an interactive education, not a broadcast one that might have been perfectly fine for the Industrial Age, or even for boomers. These students are making new demands of universities, and if the universities try to ignore them, they will do so at their peril.
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Growing up digital has changed the way their minds work in a manner that will help them handle the challenges of the digital age. They're used to multi-tasking, and have learned to handle the information overload. They expect a two-way conversation. What's more, growing up digital has encouraged this generation to be active and demanding enquirers. Rather than waiting for a trusted professor to tell them what's going on, they find out on their own on everything from Google to Wikipedia.
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there is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there is a widening gap between the model of learning offered by many big universities and the natural way that young people who have grown up digital best learn.
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Taylor argued that graduate education must be restructured at a fundamental level to move away from the ultra-narrow scholarship. Among other things, he called for more cross-disciplinary inquiry, the creation of problem-focused programs, with a sunset clause, as well as more collaboration between all educational institutions, and the abolition of tenure.
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The professors who remain relevant will have to abandon the traditional lecture, and start listening and conversing with the students — shifting from a broadcast style and adopting an interactive one. Second, they should encourage students to discover for themselves, and learn a process of discovery and critical thinking instead of just memorizing the professor's store of information. Third, they need to encourage students to collaborate among themselves and with others outside the university. Finally, they need to tailor the style of education to their students' individual learning styles.
Because of technology this is now possible. But this is not fundamentally about technology per se. Rather it represents a change in the relationship between students and teachers in the learning process.
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just-in-time teaching
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Eric Mazur, who uses this approach in his physics class, puts it this way: "Education is so much more than the mere transfer of information. The information has to be assimilated. Students have to connect the information to what they already know, develop mental models, learn how to apply the new knowledge, and how to adapt this knowledge to new and unfamiliar situations.
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Dr. Terrell explains: "It's when the students talk about what they think is going on and why, that's where the biggest learning occurs for them…. You can hear people sort of saying, 'Oh I see, I get it.' … And then they're explaining to somebody else … and there's an authentic understanding of what's going on. So much better than what would happen if I, as the teacher person, explain it. There's something that happens with this peer instruction."
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Interactive education enables students to learn at their own pace.
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You graduated and you were set for life — just "keeping" up in your chosen field. Today when you graduate you're set for say, 15 minutes.
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What counts is your capacity to learn lifelong, to think, research, find information, analyze, synthesize, contextualize, critically evaluate it; to apply research to solving problems; to collaborate and communicate.
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But now that students can obviously find the information they're looking for in an instant online in the crania of others online, this old model doesn't make any sense. It's not only what you know that really counts when you graduate; it's how you navigate in the digital world, and what you do with the information you discover.
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Universities should be places to learn, not to teach.
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"The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery."
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Another fixture of old-style learning is the assumption that students should learn on their own.
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Yet the individual learning model is foreign territory for most Net Geners, who have grown up collaborating, sharing, and creating together online.
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One of the most important roles of the university is to screen human capital for future employers, and more broadly stratifying society.
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But a credential and even the prestige of a university is rooted in its effectiveness as a learning institution. If these institutions are shown to be inferior learning environments to other alternatives their capacity to credential will surely diminish.
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Proenza thinks universities should use the Internet to create a global centre of excellence.
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04 Aug 09
david stong"It's not only what you know that really counts when you graduate; it's how you navigate in the digital world, and what you do with the information you discover. This new style of learning, I believe, will suit them. Universities should be places to learn
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27 Jul 09
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24 Jul 09
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In the New York Times last month, Mark Taylor, chairman of Columbia University's religion department, whipped up a storm of academic controversy with a provocative OpEd page article called "The End of University as We Know It".
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The definition of a lecture has become the process in which the notes of the teacher go to the notes of the student without going through the brains of either.
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not to mention being broadcast to as children by parents, as students by teachers, as citizens by politicians, and when then entered the workforce as employees by bosses
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one of these is Richard Sweeney, university librarian at the New Jersey Institute of Technology.
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"Good Questions," which is funded by the National Science Foundation.
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Add Sticky Note"Education is so much more than the mere transfer of information. The information has to be assimilated. Students have to connect the information to what they already know, develop mental models, learn how to apply the new knowledge, and how to adapt this knowledge to new and unfamiliar situations.
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So so true!
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Dr. Steve Hunka, a visionary in computer-mediated education
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according to an article as long ago as 1997 called "Technology in the Classroom: from Theory to Practice," which appeared in Educom Review. "These results hold for a broad range of students stretching elementary to college students, studying across a broad range of disciplines, from mathematics to the social sciences to the humanities."
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The issue of pedagogy raises a deeper issue — the purpose of the university. In the old model, teachers taught and students were expected to absorb vast quantities of content. Education was about absorbing content and being able to recall it on exams. You graduated and you were set for life — just "keeping" up in your chosen field. Today when you graduate you're set for say, 15 minutes. If you took a technical course half of what you learned in the first year may be obsolete by the 4th year. What counts is your capacity to learn lifelong, to think, research, find information, analyze, synthesize, contextualize, critically evaluate it; to apply research to solving problems; to collaborate and communicate.
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Universities should be places to learn, not to teach.
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As Seymour Papert, one of the world's foremost experts on how technology can provide new ways to learn put it: "The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery."
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The lecture hall is a prime example of mass education. It came along with mass production, mass marketing, and the mass media.
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Schooling, says Howard Gardner, is a mass-production idea.
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Of course, universities play an important role in the sorting of individuals in society, through the admissions process and the awarding of degrees. One of the most important roles of the university is to screen human capital for future employers, and more broadly stratifying society. -
The experience has shown MIT that real value of what they offer is not the lecture per se, but rather the whole package — the content tied to the human learning experience on campus, plus the certification. Universities, in other words, cannot survive on lectures alone.
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"The time has come for some far reaching changes to the university, our model of pedagogy, how we operate, and our relationship to the rest of the world," says Luis M. Proenza, president of the University of Akron.
He asks a provocative question: Why should a university student be restricted to learning from the professors at the university he or she is attending. True, students can obviously learn from intellectuals around the world through books, or via the Internet. Yet in a digital world, why shouldn't a student be able to take a course from a professor at another university?
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Proenza thinks universities should use the Internet to create a global centre of excellence. In other words, choose the best courses you have and link them with the best at a handful of universities around the world to create an unquestionably best-in-class program for students.
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So why hasn't it happened yet? "It's the legacy of established human and educational infrastructure," says Proenza. The analogy is not the newspaper business, which has been weakened by the distribution of knowledge on the Internet, he notes. "We're more like health care. We're challenged by obstructive, non-market-based business models. We're also burdened by a sense that doctor knows best, or professor knows best."
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Why not allow a brilliant grade 9 student to take first-year math, without abandoning the social life of his high school?
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Why not deploy the interactive power of the internet to transform the university into a place of life-long learning, not just a place to grow up?
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21 Jul 09
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20 Jul 09
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19 Jul 09
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15 Jul 09
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The percentage of young people enrolling in degree granting institutions rose over 115% from 1969-1970 to 2005-2007, while the percentage of 25- to 29-year-old Americans with a college degree doubled.
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Yet there are troubling indicators that the picture is not so rosy
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Add Sticky Notethat young people who have grown up digital best learn
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what does this mean, really?
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The model of pedagogy
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Most resources of large universities are directed towards research, not learning
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"Broadcast learning" as I've called it is no longer appropriate for the digital age and for a new generation of students who represent the future of learning.
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However, it remains dominant overall.
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Sitting mutely in front of a TV set — or a professor — doesn't appeal to or work for this generation. They learn differently best through non-sequential, interactive, asynchronous, multi-tasked and collaborative
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Add Sticky NoteMy research suggests these critics are wrong. Growing up digital has changed the way their minds work in a manner that will help them handle the challenges of the digital age. They're used to multi-tasking, and have learned to handle the information overload. They expect a two-way conversation. What's more, growing up digital has encouraged this generation to be active and demanding enquirers. Rather than waiting for a trusted professor to tell them what's going on, they find out on their own on everything from Google to Wikipedia.
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This is oft suggested, but what's the nuance: is broadcast really broadcast as describes; has the last 100 years defied enguiring habits?
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Add Sticky NoteThe professors who remain relevant will have to abandon the traditional lecture, and start listening and conversing with the students — shifting from a broadcast style and adopting an interactive one. Second, they should encourage students to discover for themselves, and learn a process of discovery and critical thinking instead of just memorizing the professor's store of information. Third, they need to encourage students to collaborate among themselves and with others outside the university. Finally, they need to tailor the style of education to their students' individual learning styles.
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I suggest that this is not really a new idea.
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Add Sticky NoteThese universities are vulnerable, especially at a time when students can watch lectures online for free by some of the world's leading professors on sites like Academic Earth.
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But his is a return to "broadcast."
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In essence yes but it is a "pick an choose" style of broadcast that may be more suited to todays learners. The ability to pause a presentation is a major plus!
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Mischa, but the essential tranfer is still based on a broadcast model. Sure, choice is good, but isn't the issue here "how" content is manipulated and objectified, not just the UI?
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Maria Terrell
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One strategy being used in this program is called just-in-time teaching
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Add Sticky NoteHe says the education model has to change to suit this generation of students. Smart but impatient, they like to collaborate and they reject one-way lectures, he notes. While some educators view this as pandering to a generation, Sweeney is firm: "They want to learn, but they want to learn only from what they have to learn, and they want to learn it in a style that is best for them."
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This is reasonable.
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Interactive education enables students to learn at their own pace.
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There were no lectures. Just as well: the statistics lecture is by definition a bust.
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Add Sticky NoteNet Geners, immersed in digital technology, are keen to try new things, often at high speed. They want university to be fun and interesting. So they should enjoy the delight of discovering things for themselves. As Seymour Papert, one of the world's foremost experts on how technology can provide new ways to learn put it: "The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery."
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In general this is reasonable too. Teachers as collaborators if experiences that provoke discovery.
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Learning starts as you leave the classroom, when you start discussing with people around you what was just said. It is in conversation that you start to internalize what some piece of information meant to you."
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He asks a provocative question: Why should a university student be restricted to learning from the professors at the university he or she is attending. True, students can obviously learn from intellectuals around the world through books, or via the Internet. Yet in a digital world, why shouldn't a student be able to take a course from a professor at another university? Proenza thinks universities should use the Internet to create a global centre of excellence. In other words, choose the best courses you have and link them with the best at a handful of universities around the world to create an unquestionably best-in-class program for students. Students would get to learn from the world's greatest minds in their area of interest — either in the physical classroom, or online. This global academy would be also be open to anyone online. This is a beautiful example of the collaboration I described in the book I co-authored, Wikinomics.
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10 Jul 09
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04 Jul 09
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Graduate education," he began, "is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans)."
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big universities
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teaching
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research
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prime role
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inconvenient afterthought
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class sizes so large
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lectures
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Academic Earth
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Dr. Maria Terrell
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just-in-time teaching
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Warm-up questions, written by the students, are typically due a few hours before class, giving the teacher an opportunity to adjust the lesson "just in time," so that classroom time can be focused on the parts of the assignments that students struggled with.
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old model, teachers taught and students were expected to absorb vast quantities of content. Education was about absorbing content and being able to recall it on exams.
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Today when you graduate you're set for say, 15 minutes.
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learn lifelong
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Universities should be places to learn, not to teach.
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once you learn to honor the mysteries of the world, you're kind of always willing to probe things … you can actually be joyful about discovering something you didn't know
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lifelong inquiry
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individual learning model is foreign territory for most Net Geners
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screen human capital
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good marks
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stratifying society
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hard workers
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talents
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credential
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video lectures allow students to absorb the course content online — whenever it's convenient — and then get together to tinker, invent new things, or discuss the material.
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Videotaping lectures
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spend their on-campus time thinking and inquiring and challenging each other, rather than just absorbing information.
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Why should a university student be restricted to learning from the professors at the university he or she is attending
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universities should use the Internet to create a global centre of excellence.
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Students would get to learn from the world's greatest minds in their area of interest — either in the physical classroom, or online.
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open to anyone online
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We're challenged by obstructive, non-market-based business models
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professor knows best
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are universities judged by the number of students they exclude
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how well they teach
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very notion of a walled-in institution
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power of the internet to transform the university into a place of life-long learning
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Vested interests
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Our model of learning is pre-Gutenberg! We've got a bunch of professors reading from handwritten notes, writing on blackboards, and the students are writing down what they say. This is a pre-Gutenberg model
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Wait till these students who are 14 and have grown up learning on the Net hit the [college] classrooms — sparks are going to fly
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huge generational clash emerging in these institutions
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30 Jun 09
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29 Jun 09
paul jonesIn the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion. The teacher is the transmitter and student is a rec
Education learning future technology economics academic pedagogy article universities academia university jomc449
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26 Jun 09
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16 Jun 09
Brett BolkowySaying and doing what's right, instead of what's popular.
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15 Jun 09
Max WoodtliIn the industrial model of student mass production, the teacher is the broadcaster.
education tapscott theory trends technology future learning creativity ikt blogeintrag artikel
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n the industrial model of student mass production, the teacher is the broadcaster.
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14 Jun 09
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13 Jun 09
George Williams"Universities are finally losing their monopoly on higher learning. There is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there is a widening gap between the model of learning offered by
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12 Jun 09
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11 Jun 09
Jamie BakerTapscott, Eric Mazur, John Seely Brown - interesting and forceful. Lynchpin: teachers and pedagogy.
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n the industrial model of student mass production, the teacher is the broadcaster. A broadcast is by definition the transmission of information from transmitter to receiver in a one-way, linear fashion.
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Benkler believes that these "phenomena on the Net are not ephemeral". And he has spent the last 20 years trying to get his head around the process of understanding what is transpiring.
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This shunting aside of the realists in favor of the fabulists has different effects on different industries at different times. One of the effects on the newspapers is that many of their most passionate defenders are unable, even now, to plan for a world in which the industry they knew is visibly going away.
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Universities are finally losing their monopoly on higher learning", he writes. "There is fundamental challenge to the foundational modus operandi of the University — the model of pedagogy. Specifically, there is a widening gap between the model of learning offered by many big universities and the natural way that young people who have grown up digital best learn."
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They want an animated conversation, not a lecture. They want an interactive education, not a broadcast one that might have been perfectly fine for the Industrial Age, or even for boomers.
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Growing up digital has changed the way their minds work in a manner that will help them handle the challenges of the digital age. They're used to multi-tasking, and have learned to handle the information overload. They expect a two-way conversation. What's more, growing up digital has encouraged this generation to be active and demanding enquirers. Rather than waiting for a trusted professor to tell them what's going on, they find out on their own on everything from Google to Wikipedia.
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In 1998, none other than, Peter Drucker predicted that big universities would be "relics" within 30 years.
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Mark Taylor, chairman of Columbia University's religion department, whipped up a storm of academic controversy with a provocative OpEd page article called "The End of University as We Know It".
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Graduate education," he began, "is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans)."
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how universities function in a networked society.
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They learn differently best through non-sequential, interactive, asynchronous, multi-tasked and collaborative
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The professors who remain relevant will have to abandon the traditional lecture, and start listening and conversing with the students — shifting from a broadcast style and adopting an interactive one. Second, they should encourage students to discover for themselves, and learn a process of discovery and critical thinking instead of just memorizing the professor's store of information. Third, they need to encourage students to collaborate among themselves and with others outside the university. Finally, they need to tailor the style of education to their students' individual learning styles.
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program called "Good Questions," which is funded by the National Science Foundation.
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One strategy being used in this program is called just-in-time teaching; it is a teaching and learning strategy that combines the benefits of Web-based assignments and an active-learner classroom where courses are customized to the particular needs of the class. Warm-up questions, written by the students, are typically due a few hours before class, giving the teacher an opportunity to adjust the lesson "just in time," so that classroom time can be focused on the parts of the assignments that students struggled with. Harvard professor Eric Mazur, who uses this approach in his physics class, puts it this way: "Education is so much more than the mere transfer of information. The information has to be assimilated. Students have to connect the information to what they already know, develop mental models, learn how to apply the new knowledge, and how to adapt this knowledge to new and unfamiliar situations.
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those who were asked "deep questions" (that elicit higher-order thinking) with frequent peer discussion scored noticeably higher on their math exams than students who were not asked deep questions or who had little to no chance for peer discussion.
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Interactive education enables students to learn at their own pace
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the purpose of the university
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Education was about absorbing content and being able to recall it on exams. You graduated and you were set for life — just "keeping" up in your chosen field. Today when you graduate you're set for say, 15 minutes. I
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What counts is your capacity to learn lifelong, to think, research, find information, analyze, synthesize, contextualize, critically evaluate it; to apply research to solving problems; to collaborate and communicate.
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Universities should be places to learn, not to teach.
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As Seymour Papert, one of the world's foremost experts on how technology can provide new ways to learn put it: "The scandal of education is that every time you teach something, you deprive a child of the pleasure and benefit of discovery."
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John Seely Brown is director emeritus of Xerox PARC and a visiting scholar at USC. He noticed that when a child first learns how to speak, she or he is totally immersed in a social context and highly motivated to engage in learning this new, amazingly complex system of language. It got him to thinking that "once you start going to school, in some ways you start to learn much slower because you are being taught, rather than what happens if you're learning in order to do things that you yourself care about…. Very often just going deeply into one or two topics that you really care about lets you appreciate the awe of the world … once you learn to honor the mysteries of the world, you're kind of always willing to probe things … you can actually be joyful about discovering something you didn't know … and you can expect always to need to keep probing. And so that sets the stage for lifelong inquiry."
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Net Geners, who have grown up collaborating, sharing, and creating together online. Progressive educators are recognizing this. Students start internalizing what they've learned in class only once they start talking to each other, says Seely Brown: "The whole notion of passively sitting and receiving information has almost nothing to do with how you internalize information into something that makes sense to you. Learning starts as you leave the classroom, when you start discussing with people around you what was just said. It is in conversation that you start to internalize what some piece of information meant to you."
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Schooling, says Howard Gardner, is a mass-production idea. "You teach the same thing to students in the same way and assess them all in the same way."
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Consider one of the smash hits on YouTube last year, a short video called "A Vision of Students Today".
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If universities want to survive the arrival of free university-level education online, they need to change the way professors and students interact on campus. Some are taking bold steps to reinvent themselves, with help from the Internet. Massachusetts Institute of Technology, for example, is offering free lecture notes, exams and videotaped lectures by MIT professors to the online world.
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But a credential and even the prestige of a university is rooted in its effectiveness as a learning institution. If these institutions are shown to be inferior learning environments to other alternatives their capacity to credential will surely diminish.
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Campuses that embrace the new models become more effective learning environments and more desirable places.
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"There are a lot of sacred cows,"
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Yet the Industrial Age model of education is hard to change. New paradigms cause dislocation, disruption, confusion, uncertainty. They are nearly always received with coolness or hostility. Vested interests fight change. And leaders of old paradigms are often the last to embrace the new.
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A powerful force to change the university is the students. And sparks are flying today. There is a huge generational clash emerging in these institutions. It turns out that the critique of the university from years ago were ideas in waiting — waiting for the new web and a new generation of digital natives who could effectively challenge the old model.
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Changing the model of pedagogy for this generation is crucial for the survival of the university. If students turn away from a traditional university education, this will erode the value of the credentials universities award, their position as centers of learning and research, and as campuses where young people get a change to "grow up."
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There are shining examples of interactive education, though. Dr. Maria Terrell, who teaches calculus at Cornell University, used an interactive method that's part of a program called "Good Questions," which is funded by the National Science Foundation.
One strategy being used in this program is called just-in-time teaching; it is a teaching and learning strategy that combines the benefits of Web-based assignments and an active-learner classroom where courses are customized to the particular needs of the class. Warm-up questions, written by the students, are typically due a few hours before class, giving the teacher an opportunity to adjust the lesson "just in time," so that classroom time can be focused on the parts of the assignments that students struggled with. Harvard professor Eric Mazur, who uses this approach in his physics class, puts it this way: "Education is so much more than the mere transfer of information. The information has to be assimilated. Students have to connect the information to what they already know, develop mental models, learn how to apply the new knowledge, and how to adapt this knowledge to new and unfamiliar situations.
This technique produces real results. An evaluation study of 350 Cornell students found that those who were asked "deep questions" (that elicit higher-order thinking) with frequent peer discussion scored noticeably higher on their math exams than students who were not asked deep questions or who had little to no chance for peer discussion. Dr. Terrell explains: "It's when the students talk about what they think is going on and why, that's where the biggest learning occurs for them…. You can hear people sort of saying, 'Oh I see, I get it.' … And then they're explaining to somebody else … and there's an authentic understanding of what's going on. So much better than what would happen if I, as the teacher person, explain it. There's something that happens with this peer instruction."
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10 Jun 09
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09 Jun 09
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Add Sticky Note
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Interesting.... is it possible that there is an impending demise of the university?
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you'd need to define "impending" against the centuries old traditions linked to the social space of universities. Technology is allowing a great reforming process. But reforms are not necessarilly fast (again, we need to define "fast").
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Antonela GinessiEn el modelo industrial de la producción masiva de
estudiantes, el profesor es un "broadcaster" (transmisor). Un broadcast
es por definición la transmisión de información desde un transmisor
hacia un receptor en una sola dirección. El profesor es el tr -
Bruce MatsunagaInteresting look at the impact of Net geners on the university
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Drew Stephens"Wait till these students who are 14 and have grown up learning on the Net hit the [college] classrooms — sparks are going to fly."
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08 Jun 09
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07 Jun 09
Egg Berry"Universities are finally losing their monopoly on higher learning, as the web inexorably becomes the dominant infrastructure for knowledge serving both as a container and as a global platform for knowledge exchange between people. Meanwhile on campus, th
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Mark RabnettThe issue of pedagogy raises a deeper issue — the purpose of the university. In the old model, teachers taught and students were expected to absorb vast quantities of content. Education was about absorbing content and being able to recall it on exams. You
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05 Jun 09
Rashid Al-YahyaiHow internet change the way college education is done
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The professors who remain relevant will have to abandon the traditional lecture, and start listening and conversing with the students — shifting from a broadcast style and adopting an interactive one.
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Public Stiky Notes
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