Archive for June 10, 2013

Last Minute Openings in CS:Principles Teacher Workshop! Time Sensitive!

Barbara Ericson just found out that several teachers have dropped out from a professional development workshop that we’re offering next week.  This means that we have some (limited) funding for travel available, and hotel rooms already booked, so we’re trying to get the word out broadly to fill those (very last minute) slots. Below is the message that she sent to teachers in Georgia. We’ll take teachers from other states as well.

The workshop is on CS Principles Big Ideas  from June 17-21st at Georgia Tech. Rebecca Dovi is leading this workshop. She is one of the CS:Principles pilot teachers. She has created many interesting activities for teaching CS Principles and will be sharing those activities. See for her blog.

We still have hotel rooms available for attendees. We pay for parking and lunch for all attendees. We have limited funds to reimburse for travel as well. You can register at

For more information on the workshop, see

June 10, 2013 at 10:03 pm Leave a comment

Roger Schank on what “Computer Education” means in NYC

Roger Schank’s comments are always insightful, often witty, and usually biting.  His take on “computer education” (linked below) is typical.

This is computer education in the New York City Schools? We could teach kids to program you know. Or we could teach them to build apps. Or to create art. Or to build robots.  Or to create a web site. Or to create music. The list could go on and on.

But, you know what Milo learned yesterday? How to create a hashtag.


Twitter is now part of the curriculum.

via Education Outrage: Milo takes a computer class and eventually will learn Powerpoint. Yippee!.

June 10, 2013 at 1:32 am 1 comment

Hake on MOORFAPs: Massive Open Online Repetitions of FAiled Pedagogy

I enjoy Richard Hake’s posts. He has done excellent empirical educational research, so he knows what he’s talking about.  His posts are filled with links to all kinds of great research and other sources.

This post does a nice job of making an argument similar to mine — MOOCs don’t utilize what we know works best in teaching.  Hake goes on to point out, “And they’re not measuring learning, either!”

1. “The online and blended education world, really the higher ed world where most of us spend our days, fails to make any appearance.”

2. “If in fact the real story is the rise of blended and online learning, then [that story] will go completely untold if MOOCs are the sole focus.”

In my opinion, two other problems are that “Laptop U”:

3. Fails to emphasize the fact that MOOCs, like most Higher Ed institutions, concentrate on DELIVERY OF INSTRUCTION rather than STUDENT LEARNING to the detriment of their effectiveness – – see “From Teaching to Learning: A New Paradigm for Undergraduate Education” [Barr and Tagg (1995)] at <>.

4. Ignores the failure of MOOC providers to gauge the effectiveness of their courses by pre-to-postcourse measurement of student learning gains utilizing “Concept Inventories” <>. As I pointed out “Is Higher Education Running AMOOC?” [Hake (2013) at <>, such assessment would probably demonstrate that MOOCs are actually MOORFAPs (Massive Open Online Repetitions of FAiled Pedagogy). There would then be some incentive to transform MOOCs into MOOLOs (Massive Open Online Learning Opportunities).

via Net-Gold : Message: Re: ‘Laptop U’ Misses the Real Story.

June 10, 2013 at 1:32 am 4 comments

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