History and Future of (Mostly) Higher Education - Week 4 - lecture notes
This week, we turn to the future of education; Cathy will be showing us examples of innovative approaches to (higher) education within 100 miles of Duke University. (Her point is that innovation is happening everywhere; if we are only open to it, we can find it wherever we are.)
The lecture segments were mostly very short, so I was able to listen to everything in just two sessions. Then I took the "quiz". Cathy's quizzes are really just lecture notes. Everything is true; all you have to do is check it off, but reading through the quiz is a great way to review the main points for the week. (How I wish I could give tests like this!)
First, she reviewed the guiding principles of the course:
- We looked at the history of education in s purposive, activist way.
- There is always someone behind the camera (someone making things happen, even though we may not be aware of them).
- Local and global knowledge(s) are related. (I am having trouble with the idea of knowledge as a countable noun.)
- MOOCs may have begun as unidirectional are can evolve into peer-to-peer collaboration.
- It's important to be a lifelong UNlearner.
- Proximity: There are moments of brilliance and inspiration all around us, if we only look for them (cf. first paragraph).
- Art allows us to see the brilliance and transforms the mundane into something magical.
- best practices in attention (multi-tasking, etc.)
- participation (why do women account for only 14 percent of Wikipedia editors?)
- access (who doesn't have it?)
- privacy (multiple concerns about that!)
- security (ditto)
- sustainability (how to preserve stuff online; who preserves it)
- credibility (whom can you trust online?)
- ethics (people are not data)