Education – Page 27 – artdiamondblog.com

Faculty Unions Oppose MOOCs that Might Cost Them Their Jobs in Five to Seven Years

“Sebastian Thrun, a research professor at Stanford, is Udacity’s chief executive officer.” Source of caption and photo: online version of the NYT article quoted and cited below.

(p. A1) SAN JOSE, Calif. — Dazzled by the potential of free online college classes, educators are now turning to the gritty task of harnessing online materials to meet the toughest challenges in American higher education: giving more students access to college, and helping them graduate on time.
. . .
Here at San Jose State, . . . , two pilot programs weave material from the online classes into the instructional mix and allow students to earn credit for them.
“We’re in Silicon Valley, we (p. A3) breathe that entrepreneurial air, so it makes sense that we are the first university to try this,” said Mohammad Qayoumi, the university’s president. “In academia, people are scared to fail, but we know that innovation always comes with the possibility of failure. And if it doesn’t work the first time, we’ll figure out what went wrong and do better.”
. . .
Dr. Qayoumi favors the blended model for upper-level courses, but fully online courses like Udacity’s for lower-level classes, which could be expanded to serve many more students at low cost. Traditional teaching will be disappearing in five to seven years, he predicts, as more professors come to realize that lectures are not the best route to student engagement, and cash-strapped universities continue to seek cheaper instruction.
“There may still be face-to-face classes, but they would not be in lecture halls,” he said. “And they will have not only course material developed by the instructor, but MOOC materials and labs, and content from public broadcasting or corporate sources. But just as faculty currently decide what textbook to use, they will still have the autonomy to choose what materials to include.”
. . .
Any wholesale online expansion raises the specter of professors being laid off, turned into glorified teaching assistants or relegated to second-tier status, with only academic stars giving the lectures. Indeed, the faculty unions at all three California higher education systems oppose the legislation requiring credit for MOOCs for students shut out of on-campus classes.
. . .
“Our ego always runs ahead of us, making us think we can do it better than anyone else in the world,” Dr. Ghadiri said. “But why should we invent the wheel 10,000 times? This is M.I.T., No. 1 school in the nation — why would we not want to use their material?”
There are, he said, two ways of thinking about what the MOOC revolution portends: “One is me, me, me — me comes first. The other is, we are not in this business for ourselves, we are here to educate students.”

For the full story, see:
TAMAR LEWIN. “Colleges Adapt Online Courses to Ease Burden.” The New York Times (Tues., April 30, 2013): A1 & A3.
(Note: ellipses added.)
(Note: the online version of the story has the date April 29, 2013.)

“Katie Kormanik preparing to record a statistics course at Udacity, an online classroom instruction provider in Mountain View, Calif.” Source of caption and photo: online version of the NYT article quoted and cited above.

MOOCs “Will Really Scale” Once Credible Credentialing Process Is Mastered

A “MOOC” is a “massive open online course.”

(p. 1) Last May I wrote about Coursera — co-founded by the Stanford computer scientists Daphne Koller and Andrew Ng — just after it opened. Two weeks ago, I went back out to Palo Alto to check in on them. When I visited last May, about 300,000 people were taking 38 courses taught by Stanford professors and a few other elite universities. Today, they have 2.4 million students, taking 214 courses from 33 universities, including eight international ones.

Anant Agarwal, the former director of M.I.T.’s artificial intelligence lab, is now president of edX, a nonprofit MOOC that M.I.T. and Harvard are jointly building. Agarwal told me that since May, some 155,000 students from around the world have taken edX’s first course: an M.I.T. intro class on circuits. “That is greater than the total number of M.I.T. alumni in its 150-year history,” he said.
. . .
(p. 11) As we look to the future of higher education, said the M.I.T. president, L. Rafael Reif, something that we now call a “degree” will be a concept “connected with bricks and mortar” — and traditional on-campus experiences that will increasingly leverage technology and the Internet to enhance classroom and laboratory work. Alongside that, though, said Reif, many universities will offer online courses to students anywhere in the world, in which they will earn “credentials” — certificates that testify that they have done the work and passed all the exams. The process of developing credible credentials that verify that the student has adequately mastered the subject — and did not cheat — and can be counted on by employers is still being perfected by all the MOOCs. But once it is, this phenomenon will really scale.
I can see a day soon where you’ll create your own college degree by taking the best online courses from the best professors from around the world — some computing from Stanford, some entrepreneurship from Wharton, some ethics from Brandeis, some literature from Edinburgh — paying only the nominal fee for the certificates of completion. It will change teaching, learning and the pathway to employment. “There is a new world unfolding,” said Reif, “and everyone will have to adapt.”

For the full commentary, see:
THOMAS L. FRIEDMAN. “Revolution Hits the Universities.” The New York Times, SundayReview Section (Sun., January 27, 2013): 1 & 11.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date January 26, 2013.)

Missouri Teachers Trained to Defend School with Guns

“Aaron Sydow, the principal of Fairview School in West Plains, Mo., monitoring the halls. After the Newtown, Conn., shooting, the Fairview school board authorized paid training for staff members so that they could be armed.” Source of caption: print version of the NYT article quoted and cited below. Source of photo: online version of the NYT article quoted and cited below.

(p. A10) WEST PLAINS, Mo. — At 8:30 on a cloudy, frigid morning late last month in this folksy Ozark town, the superintendent of an area school strolled through the glass doors of the local newspaper office to deliver a news release.

Hours later, the content of that release produced a front-page headline in The West Plains Daily Quill that caught residents off guard: “At Fairview School Some Employees Now Carry Concealed Weapons.”
That was how most parents of Fairview students learned that the school had trained some of its staff members to carry weapons, and the reaction was loud — and mostly gleeful.
“Sooo very glad to hear this,” a woman whose grandchildren attend Fairview posted on the Facebook page of The Quill, adding, “All schools in America should do this.”

For the full story, see:
JOHN ELIGON. “Rat Kidneys Made in Lab Point to Aid for Humans.” The New York Times (Mon., April 15, 2013): A10.
(Note: the online version of the story has the date April 14, 2013.)

Chagnon Enraged Cultural Anthropologists By Showing Tribal Violence

Source of book image: http://media.npr.org/assets/bakertaylor/covers/n/noble-savages/9780684855103_custom-4deac679a847f1d6e7d64424b01d0be54b54e3a7-s6-c10.jpg

(p. C) In the 1960s, cultural anthropologists led by Marvin Harris argued that conflict among prestate people was mostly over access to scarce protein. Dr. Chagnon disputed this, arguing that Yanomamo Indians’ chief motive for raiding and fighting–which they did a great deal–seemed to be to abduct, recover or avenge the abduction of women. He even claimed that Indian men who had killed people (“unokais”) had more wives and more children than men who had not killed, thus gaining a Darwinian advantage.

Such claims could not have been more calculated to enrage the presiding high priests of cultural anthropology, slaughtering as it did at least three sacred cows of the discipline: that uncontacted tribal people were peaceful, that Darwinism had nothing to say about human behavior and culture, and that material resources were the cause of conflict.
. . .
Meanwhile the science has been going Dr. Chagnon’s way. Recent studies have confirmed that mortality from violence is very common in small-scale societies today and in the past. Almost one-third of such people die in raids and fights, and the death rate is twice as high among men as among women. This is a far higher death rate than experienced even in countries worst hit by World War II. Thomas Hobbes’s “war of each against all” looks more accurate for humanity in a state of nature than Jean-Jacques Rousseau’s “noble savage,” though anthropologists today prefer to see a continuum between these extremes.

For the full commentary, see:
MATT RIDLEY. “MIND & MATTER; Farewell to the Myth of the Noble Savage.” The Wall Street Journal (Sat., January 26, 2013): C4.
(Note: the online version of the review has the date January 25, 2013.)
(Note: ellipsis added.)

The Chagnon book that Ridley is discussing:
Chagnon, Napoleon. Noble Savages: My Life among Two Dangerous Tribes — the Yanomamo and the Anthropologists. New York: Simon & Schuster, 2013.

Academia Rejected Maslow’s Humanistic Psychology

Source of book image: http://www.harpercollins.com/harperimages/isbn/large/9/9780061834769.jpg

(p. 23) Abraham Maslow, humanistic psychology’s founding father, rejected the atomistic approaches of psychoanalysis and behaviorism that dominated the first half of the 20th century. He strove to develop a psychology that provided “a fuller, though still scientific, treatment of the individual” and understood the potential for growth as innate. His ideas got their most welcome reception from industrial management, to which Maslow retreated when academia failed to roll out the red carpet. But Grogan eloquently insists that humanistic psychology subtly revolutionized Americans’ conception of the self and the role of therapy, and asserts that current trends in the field, like positive psychology, owe the theory a debt they have been reluctant to pay.

For the full review, see:
MEGAN BUSKEY. “Nonfiction Chronicle.” The New York Times Book Review (Sun., March 31, 2013): 23.
(Note: the online version of the review has the date March 29, 2013.)

The book under review:
Grogan, Jessica. Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self. New York: Harper Perennial, 2012.

Scientists May Be Double-Dipping in Multiple Grants for Same Project

(p. D) The government may be wasting millions of dollars by paying for the same research projects twice, according to a new analysis of grant and contract records.
Researchers from Virginia Tech and Duke University compared more than 600,000 grant summaries issued to federal agencies since 1985. What they found was almost $70 million that might have been spent on projects that were already at least partly financed. The results were published in the journal Nature.

For the full story, see:
DOUGLAS QUENQUA. “Study Flags Duplicate Financing.” The New York Times (Sat., February 5, 2013): D6.
(Note: the online version of the story has the date February 4, 2013.)

The research summarized above, can be found in:
Garner, Harold R., Lauren J. McIver, and Michael B. Waitzkin. “Research Funding: Same Work, Twice the Money?” Nature 493, no. 7434 (Jan. 31, 2013): 599-601.

Steve Jobs Advised Obama to Reduce Regulations of Business and Union Power in Education

(p. 544) The meeting . . . lasted forty-five minutes, and Jobs did not hold back. “You’re headed for a one-term presidency,” Jobs told Obama at the outset. To prevent that, he said, the administration needed to be a lot more business-friendly. He described how easy it was to build a factory in China, and said that it was almost impossible to do so these days in America, largely because of regulations and unnecessary costs.
Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’ unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly-line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

Source:
Isaacson, Walter. Steve Jobs. New York: Simon & Schuster, 2011.
(Note: ellipsis added.)

Arne Duncan Endorses Christensen’s Disruption of All Levels of Education

Source of book image and photo of Christensen: http://images.businessweek.com/ss/08/12/1215_best_design_books/image/disruptingclass.jpg

(p. C6) Clayton Christensen is a provocative thinker, and I have been greatly influenced by his work on disruptive innovation and how it can transform education.

For the full review essay, see:
Arne Duncan (author of passage quoted above, one of 50 contributors to whole article). “Twelve Months of Reading; We asked 50 of our friends to tell us what books they enjoyed in 2012–from Judd Apatow’s big plans to Bruce Wagner’s addictions. See pages C10 and C11 for the Journal’s own Top Ten lists.” The Wall Street Journal (Sat., December 15, 2012): passim (Duncan’s contribution is on p. C6).
(Note: the online version of the review essay has the date December 14, 2012.)

Christensen’s books suggesting disruptive innovations for education are:
Christensen, Clayton M., Curtis W. Johnson, and Michael B. Horn. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. updated ed. New York: NY: McGraw-Hill, 2011.
Christensen, Clayton M., and Henry J. Eyring. The Innovative University: Changing the DNA of Higher Education from the inside Out. San Francisco, CA: Jossey-Bass, 2011.

Ending College Affirmative Action Would Only Cause Minor Lowering in Black Admissions

(p. 113) This research examines the determinants of the match between high school seniors and postsecondary institutions in the United States. I model college application decisions as a nonsequential search problem and specify a unified structural model of college application, admission, and matriculation decisions that are all functions of unobservable individual heterogeneity. The results indicate that black and Hispanic representation at all 4-year colleges is predicted to decline modestly–by 2%–if race-neutral college admissions policies are mandated nationwide. However, race-neutral admissions are predicted to decrease minority representation at the most selective 4-year institutions by 10%.

Source of abstract:
Howell, Jessica S. “Assessing the Impact of Eliminating Affirmative Action in Higher Education.” Journal of Labor Economics 28, no. 1 (January 2010): 113-66.

UnCollege Seeks “to Open People’s Minds to a Different Set of Opportunities”

“Dale J. Stephens, who founded UnCollege.” Source of caption and photo: online version of the WSJ article quoted and cited below.

(p. 1) BENJAMIN GOERING does not look like Facebook’s Mark Zuckerberg, talk like him or inspire the same controversy. But he does apparently think like him.

Two years ago, Mr. Goering was a sophomore at the University of Kansas, studying computer science and philosophy and feeling frustrated in crowded lecture halls where the professors did not even know his name.
“I wanted to make Web experiences,” said Mr. Goering, now 22, and create “tools that make the lives of others better.”
So in the spring of 2010, Mr. Goering took the same leap as Mr. Zuckerberg: he dropped out of college and moved to San Francisco to make his mark. He got a job as a software engineer at a social-software company, Livefyre, run by a college dropout, where the chief technology officer at the time and a lead engineer were also dropouts. None were sheepish about their lack of a diploma. Rather, they were proud of their real-life lessons on the job.
“Education isn’t a four-year program,” Mr. Goering said. “It’s a mind-set.”
The idea that a college diploma is an all-but-mandatory ticket to a successful career is showing fissures. Feeling squeezed by a sagging job market and mounting student debt, a groundswell of university-age heretics are pledging allegiance to new groups like UnCollege, dedicated (p. 16) to “hacking” higher education. Inspired by billionaire role models, and empowered by online college courses, they consider themselves a D.I.Y. vanguard, committed to changing the perception of dropping out from a personal failure to a sensible option, at least for a certain breed of risk-embracing maverick.
Risky? Perhaps. But it worked for the founders of Twitter, Tumblr and a little company known as Apple.
When Mr. Goering was wrestling with his decision, he woke up every morning to a ringtone mash-up that blended electronic tones with snippets of Steve Jobs’s 2005 commencement address at Stanford University, in which he advised, “love what you do,” “don’t settle.” Mr. Goering took that as a sign.
“It’s inspiring that his dropping out basically had no effect, positive or negative, on the work and company and values he could create,” he said of the late Apple co-founder.
In that oft-quoted address, Mr. Jobs called his decision to drop out of Reed College “one of the best decisions I ever made.” Mr. Jobs’s “think different” approach to education (backpacking through India, dining with Hare Krishnas) is portrayed in countless hagiographies as evidence of his iconoclastic genius.
. . .
. . . Dale J. Stephens, [is] the founder of a group called UnCollege that champions “more meaningful” alternatives to college. . . .
. . .
UnCollege advocates a D.I.Y. approach to higher education and spreads the message through informational “hackademic camps.” “Hacking,” in the group’s parlance, can involve any manner of self-directed learning: travel, volunteer work, organizing collaborative learning groups with friends. Students who want to avoid $200,000 in student-loan debt might consider enrolling in a technology boot camp, where you can learn to write code in 8 to 10 weeks for about $10,000, Mr. Stephens said.
THEY can also nourish their minds from a growing menu of Internet classrooms, including the massive open online courses, or MOOCs, which stream classes from elite universities like Princeton. This guerrilla approach hits home with young people who came of age seeking out valuable content free on Napster and BitTorrent.
Mr. Stephens, a dropout from Hendrix College in Arkansas (he later earned a Thiel Fellowship), started UnCollege less than two years ago, and already its Web site attracts 20,000 unique visitors a month. “I get on scale of 10 to 15 e-mails a day from people who say something along lines of, ‘I thought I was the only one out there who thought about education like this, I don’t feel crazy anymore,’ ” he said.
. . .
The goal is not to foment for a mass exodus from the ivy halls, Mr. Stephens said, but to open people’s minds to a different set of opportunities.

For the full story, see:
ALEX WILLIAMS. “The Old College Try? No Way.” The New York Times (Sun., December 2, 2012): 1 & 16.
(Note: ellipses and bracketed “is” were added.)
(Note: the online version of the story has the date November 30, 2012, and has the title “Saying No to College.”)

When Professors “Are Fearful, Hesitant, and Foolish” and When They “Screech, Snarl, and Spit”

(p. 243) “It is hardly possible to take very seriously any of the professoriate all of the time or most of them most of the time. They commonly are fearful, hesitant, and foolish when confronted by complex real issues and aggressive enemies, but they tend to screech, snarl, and spit when they perceive their territory, reputation, and perquisites to be threatened. They can pose as being valiant and principled, but they are inclined to disperse and camouflage themselves upon hearing the first volleys of significant battle.”

Source:
Distinguished UCLA economist William R. Allen from an interview with Daniel B. Klein as quoted in:
Taylor, Timothy. “Recommendations for Further Reading.” Journal of Economic Perspectives 25, no. 1 (Winter 2011): 239-46.

For the full article/interview, see:
Allen, William R. “A Life among the Econ, Particularly at UCLA.” Econ Journal Watch 7, no. 3 (September 2010): 205-34.