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Author: Elizabeth Losh
Publisher: University of Chicago Press
ISBN: 022646959X
Category : Education
Languages : en
Pages : 339
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Book Description
A trio of headlines in the Chronicle of Higher Education seem to say it all: in 2013, “A Bold Move Toward MOOCs Sends Shock Waves;” in 2014, “Doubts About MOOCs Continue to Rise,” and in 2015, “The MOOC Hype Fades.” At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators’ enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines—education, rhetoric, philosophy, literary studies, history, computer science, and journalism—to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn’t. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Course). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education.
Author: Elizabeth Losh
Publisher: University of Chicago Press
ISBN: 022646959X
Category : Education
Languages : en
Pages : 339
Get Book Here
Book Description
A trio of headlines in the Chronicle of Higher Education seem to say it all: in 2013, “A Bold Move Toward MOOCs Sends Shock Waves;” in 2014, “Doubts About MOOCs Continue to Rise,” and in 2015, “The MOOC Hype Fades.” At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators’ enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines—education, rhetoric, philosophy, literary studies, history, computer science, and journalism—to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn’t. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Course). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education.
Author: Valentina Goglio
Publisher: Routledge
ISBN: 1000546586
Category : Social Science
Languages : en
Pages : 232
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Book Description
Chapter 9 of this book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Since their first appearance in 2011, Massive Open Online Courses (MOOCs) have been at the centre of a great deal of media attention, owing to their disruptive potential in education. As university-level courses delivered free-of charge on digital platforms, they have also been the occasion of conflicting views regarding the quality of education and the future configuration of higher education systems. Based on new empirical research, including qualitative interviews as well as quantitative data from learners across several MOOCs, this book contributes to the debate by providing a comparative study of the diffusion and social implications of MOOCs in the USA, where everything started, and in Europe, where MOOCs were belatedly adopted by higher education institutions but now exhibit remarkable growth. Investigating the impact of MOOCs at macro level, on national higher education systems, as well as the social implications of MOOCs at micro level, with particular attention to the opportunities offered to learners to acquire knowledge and skills The Diffusion and Social Implications of MOOCs provides an encompassing comparative investigation of the specificity and social implications of the diffusion of MOOCs in two geographically and institutionally diverse contexts. As such, it will appeal to social scientists with interests in new technologies and higher education.
Author: Steven D. Krause
Publisher: University Press of Colorado
ISBN: 1607327872
Category : Language Arts & Disciplines
Languages : en
Pages : 154
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Book Description
As recently as 2012, massive open online courses (MOOCs) looked poised to revolutionize higher education, but in just a few years their flaws and problems have made them into a less relevant model. In More than a Moment, Steven D. Krause explores MOOCs and their continuing impact on distance learning in higher education, putting them in the context of technical innovations that have come before and those that will be part of the educational future. Krause writes about his own experiences as a participant in several MOOCs and the experiences of faculty who developed and taught MOOCs. Contrary to many early claims from educational entrepreneurs, they were never entirely “new,” and MOOCs and their aftermath are still at the heart of the tensions between nonprofit universities and for-profit entities, particularly online program management firms, in delivering distance education. While MOOCs are no longer a threat to education in the United States, they are part of the ongoing corporatization of education and remain part of conversations about experienced-based credit, corporate training, and open education. Presenting historical, student, teacher, and administrative perspectives, More than a Moment is a well-rounded treatment that will be of interest to academics and entrepreneurs interested in distance education, online pedagogy, online program management, and public-private partnerships in higher education.
Author: Eric Detweiler
Publisher: Penn State Press
ISBN: 027109379X
Category : Language Arts & Disciplines
Languages : en
Pages : 209
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Book Description
In recent decades, public higher education has faced perpetual crises. As states slash investment in postsecondary education and for-profit entities seek to supplant public colleges and universities, these public institutions have tried to compete by maximizing efficiency, namely, by downplaying and outsourcing the labor of teachers. Responsible Pedagogy makes a fresh case for the importance and value of public higher education and the work of teaching. In making this case, Eric Detweiler surveys the history of rhetoric and writing in postsecondary education, looking in particular at the teacher-student relationship. He finds that from the Socratic method to medieval exercises, from MOOCs to remote, asynchronous learning, the balance of authority and agency in the classroom is often precarious. But the problem goes deeper. Underlying both authority and agency is the value of mastery, which the teacher is to impart to the student. It is this emphasis on mastery, Detweiler argues, that distorts the proper relation between the student and teacher, a relationship in which they are responsible for and vulnerable to each other. Drawing on contemporary ethics, rhetorical theory, and critiques of practices in the online classroom, Detweiler develops a pedagogy of responsibility and shows how it can be applied in writing and communication curricula, assignments, and teacher-student interactions. Rehabilitating the proper role of the teacher, Responsible Pedagogy calls into question our newfound trust in educational technology and points the way to a better, more effective pedagogy.
Author: Steven M. Cahn
Publisher: Rowman & Littlefield
ISBN: 1538160528
Category : Education
Languages : en
Pages : 361
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Book Description
An all-star cast of philosophical thinkers about higher education, more than half women, offers new essays exploring major ethical problems facing American higher education today. Among the crucial topics discussed are free speech on campus, challenges to the tenure system, the proliferation of adjunct faculty, historical injustices, affirmative action, admission policies, opportunities for applicants from the working-class, faculty and administrative responsibilities, student life, threats to privacy, treatment of those with disabilities, the impact of technology on teaching and learning, curricular controversies, the impact of unions, philanthropy, sports and intercollegiate athletics, and the aims of liberal education. The authors are leading researchers and teachers, many with extensive administrative experience, and they are members of the faculties at public and private institutions throughout the country. The essays are jargon-free and address the most pressing problems for higher education, weigh alternative policies, and assess future prospects for overcoming present challenges. Philosopher, scholar, teacher, and novelist Rebecca Newberger Goldstein provides a foreword to this unique collection. List of Contributors: Christa Davis Acampora, Anita L. Allen, Alexandra Bradner, Harry Brighouse, Steven M. Cahn, Ann E. Cudd, N. Ann Davis, Judith Wagner DeCew, Richard De George, Kyla Ebels-Duggan, Deni Elliott, Dan Edelstein, Keota Fields, Leslie P. Francis, Peter A. French, Alan H, Goldman, Karen Hanson, Elizabeth Harman, David A. Hoekema, Laura M. Howard, James F. Keenan, Anthony Laden, Meira Levinson, Peter Markie, Mary Kate McGowan, Jennifer M. Morton, Debra Satz, David Shatz, Robert Simon, Cynthia A. Stark, Bryan Warnick, Shelley Wilcox
Author:
Publisher: BRILL
ISBN: 9004678883
Category : Law
Languages : en
Pages : 530
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Book Description
Teaching International Law is a topic of great importance in international law academia. In the past renowned international lawyers and research institutions have dealt with this matter. This book brings together a larger number of established international lawyers who not only present the state of the art of this discipline but also their own vision and perspective. Traditionally, teachers of international law had considerable influence on the development and the understanding of this subject. The international legal system has profoundly changed but in time of enormous challenges for the survivel of mankind the voice of the teachers should again be heard.
Author: Martin Aidnik
Publisher: Springer Nature
ISBN: 303159357X
Category :
Languages : en
Pages : 217
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Book Description
Author:
Publisher: BRILL
ISBN: 9004418962
Category : Education
Languages : en
Pages : 445
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Book Description
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors look back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and look forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.
Author: Justin Reich
Publisher: Harvard University Press
ISBN: 0674089049
Category : Education
Languages : en
Pages : 337
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Book Description
A Science “Reading List for Uncertain Times” Selection “A must-read for anyone with even a passing interest in the present and future of higher education.” —Tressie McMillan Cottom, author of Lower Ed “A must-read for the education-invested as well as the education-interested.” —Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. “I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.” —Inside Higher Ed “The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.” —Science
Author: Sheila Marie Aird
Publisher: Rowman & Littlefield
ISBN: 1538172933
Category : Language Arts & Disciplines
Languages : en
Pages : 251
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Book Description
Everyone has a story to tell, and this book will inspire and guide readers to teach and learn through the production of digital narratives. This book presents the stories of educators who through digital storytelling inspire students from diverse communities to construct their empowering digital narratives. Educators from a wide range of disciplines present innovative case studies of teaching digital storytelling through the lens of personal narratives, metaliteracy, and information literacy. They describe how teaching students to tell their personal digital stories prepares them as learners who are reflective while playing active learner roles such as producer, publisher, and collaborator. As an innovative resource for teaching and learning with digital media, this book: Combines the theory and practice of digital storytelling with metaliteracy and the ACRL Framework for Information Literacy for Higher Education Explores how to inspire learners to share their original digital narratives Offers the opportunity to explore and address issues of race, class, and gender to give voice to these issues as part of the storytelling process Investigates the role of diversity, equity, and inclusion in writing and producing original digital narratives Examines novel approaches to collaborative digital storytelling and peer review Presents pioneering models for global digital storytelling among international learners online Describes empowering digital narratives constructed by students who found and shared their voices through this creative process Provides inventive models for teaching effective planning through well-written scripts and visual storyboards Offers openly-available resources such as rubrics, assignment descriptions, and digital technologies Showcases the application of metaliteracy OER in digital storytelling learning activities and courses Through this book, faculty, librarians, school library media specialists, and instructional designers will learn how to teach the theory and practice of digital storytelling. This innovative resource will also empower students to reflect on their roles as digital storytellers and metaliterate learners in today’s dynamic and evolving information environment.
