So, here's a sorta cynical question: do we have anybody working on how we can look good in these ratings? Or at least anticipating how we will look? Or, less cynically, can we have a conversation about the relative importance of these outcomes (and others) to us and to our students? And what do we think that the logic of outcomes, rankings, and accountability? Should we just put our faith in tradition? Or should we tolerate bad measurements rather than wasting valuable time coming up with sound ones?
Articles, essays, and reports on higher education as fodder for collegial conversation about things that matter.
Showing posts with label Inside Higher Ed. Show all posts
Showing posts with label Inside Higher Ed. Show all posts
Wednesday, December 18, 2013
Friday, November 8, 2013
Saturday, September 14, 2013
A Feminist Alternative to MOOCs?
Feminist Anti-MOOC
Inside Higher Ed August 19, 2013
By Scott Jaschik
At first glance, "Feminism and Technology" sounds like another massive open online open course. The course will involve video components, and will be available online to anyone, with no charge. There are paths to credit, and it's fine for students to take the course without seeking credit. An international student body is expected.
But don't look for this course in any MOOC catalog. "Feminism and Technology" is trying to take a few MOOC elements, but then to change them in ways consistent with feminist pedagogy to create a distributed open collaborative course or DOCC (pronounced "dock").
Inside Higher Ed August 19, 2013
By Scott Jaschik
At first glance, "Feminism and Technology" sounds like another massive open online open course. The course will involve video components, and will be available online to anyone, with no charge. There are paths to credit, and it's fine for students to take the course without seeking credit. An international student body is expected.
But don't look for this course in any MOOC catalog. "Feminism and Technology" is trying to take a few MOOC elements, but then to change them in ways consistent with feminist pedagogy to create a distributed open collaborative course or DOCC (pronounced "dock").
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