Archive for March 8, 2013

MUST READ: Hacking at Education: TED, Technology Entrepreneurship, Uncollege, and the Hole in the Wall

Audrey Watters has an insightful essay that show how the “Hack Education” and TED movements misunderstand school.  Public school is not better than learning on your own.  Public school is about making sure that everyone has the opportunity to learn.  I believe that the issues are the same for MOOCs, which tend to draw a well-educated, majority-class, and male audience.  I highly recommend reading her entire essay linked below.

“I’m the first MacCaw not to go to Cambridge,” says one of the informant. This and a myriad of other utterances are rather mind-boggling markers of privilege, markers that Hacking Your Education fails to examine and that the book seems extraordinarily unaware of.

One hack it offers for the young uncollege-er: “take people out for coffee” — budget $150 a month to do so. Another hack: “go to conferences.” Sneak in. “Hardly anyone will notice.” Another hack: “buy an airplane ticket.” “You can go anywhere in the world for $1500.” “Collect frequent flyer points.” Too bad if you’re big or black or brown or a non-native English speaker or the working poor or a single mom. Just practice your posture and your grammar and your email introductions, and you’re golden.

via Hacking at Education: TED, Technology Entrepreneurship, Uncollege, and the Hole in the Wall.

March 8, 2013 at 1:42 am 2 comments

Kudos to Duke for giving us MOOC data!

Duke University has done a great thing in doing a really detailed report on their first MOOCs, including effort required to build the course.

One interesting data point presented within this persistence data was that, “25% of students who answered at least one question correctly on the quizzes during Week 1 were successful in completing the course requirements.” This represented 313 students from at least 37 countries, most of whom already held a bachelor’s degree or higher.

Duke also reported video views and downloads, which are one indication of student engagement. Throughout the 8-week course, there were 156,000 total streaming views and 179,000 video downloads, while views were ~1,000/week by around week 5.

via Big (MOOC) Data | Inside Higher Ed.

March 8, 2013 at 1:36 am Leave a comment


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