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Provosts, business leaders disagree on graduates' career readiness | Inside Higher Ed
- But when you ask businesses and members of the public, they think about everyone who hasn't had the chance to go to college.
- “On the one hand, everybody knows in a knowledge economy that a higher education credential is absolutely more critical than ever. As a result, we can be more critical of higher education than we may otherwise be.”
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» The End of Higher Education’s Golden Age Clay Shirky
- The other way to help these students would be to dramatically reduce the price or time required to get an education of acceptable quality (and for acceptable read “enabling the student to get a better job”, their commonest goal.) This is a worse option in every respect except one, which is that it may be possible.
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7 Things You Should Know About... Learning Technology Topics | EDUCAUSE.edu
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7 Things You Should Know About Competency-Based Education | EDUCAUSE.edu
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7 Things You Should Know About LMS Evaluation | EDUCAUSE.edu
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7 Things You Should Know About Privacy in Web 2.0 Learning Environments | EDUCAUSE.edu
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7 Things You Should Know About Creative Commons | EDUCAUSE.edu
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Competency-based education's newest form creates promise and questions | Inside Higher Ed
- As a result, direct assessment is the most extensive form of competency-based education.
- Instructors don’t teach, because there are no lectures or any other guided path through course material
- a choice between several suggested study guides or texts that relate to assessed competencies. Much of the content both institutions point students toward is free, or open educational resources (OER).
- Books are not required. And students can pick from a suggested hodgepodge of texts, e-books, videos, journal articles and even their experiences at work to master competencies. But that’s all optional, and they can skip reading about concepts they already know or think they know.
- And “every single faculty judgment can be traced to the program outcomes.
- This is really the next step of teaching online,” says Ted Freeman, a part-time instructor in Capella’s M.B.A. program. He says the direct assessment format offers more flexibility for students, but “they do the same quantity and quality of work.
- Capella’s small experimental program falls more on the boutique side. The courses are in bachelor's- and master’s-degree tracks. And university officials say they are aimed at adult students described as “educational pioneers” who are highly motivated and self-directed. The ideal candidate is also “technologically savvy and is a bit of risk taker.”
- Instead, they receive four possible final descriptions of their performance: distinguished, proficient, basic and nonperformance. They can also resubmit assessments.
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Capella requires instructors to respond to students within 48 hours after an assessment is submitted. That’s not as intimidating as it sounds, says Rod Hagedorn, a part-time instructor in the university’s business program.
Class sizes are small in the program, often around 15 students per instructor, which is less than Capella’s already-small overall ratio of roughly 24 to 1. And the asynchronous nature of the direct assessment courses helps with faculty workloads. That’s because assignments are spaced out based on students’ varying paces, and don’t bunch up like they do in typical courses.
- Capella’s high-touch approach is labor-intensive for both students and professors. And the small class sizes might not “scale up,” to use the parlance of the day. That suggests this possible disruption might not exactly take over the world.
- The college employs part-time evaluators who review assessments and double as student advisers.
- Many academics, however, will remain opposed to the hands-off form of student instruction. College credit without faculty-led courses is not higher education, some say. And the rise of competence as a standard for learning is also controversial, and threatening
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Essay questions benefits of rush to competency-based education | Inside Higher Ed
- At worst, it seems to be the fulfillment of conservative cost-cutting visions that will put our most enriching higher education experiences still further out of reach for many Americans.
- Through the use of all of these innovations, an affordable alternative to the conventional bachelor’s degree is envisioned, meeting the demands of many audiences -- funders, taxpayers and students -- for lowered higher education costs
- But this plan to save college students and their families money through the use of individualized curriculums; standardized instructional measurements; and reductions in classroom, lab, shop or studio hours will only increase those disadvantages.
- If we focus our attention on that contraction of institutional outlay, the promises of this new educational model start to seem less than solid
- And with that move, the notion that every student (not just those of affluence) might learn best by taking more rather than fewer courses, staged as small classes taught by well-compensated, securely employed (tenured!) instructors, in well-resourced facilities, is being taken off the table.
- The notion that our nation, if it wishes to promote workforce preparation and global economic competitiveness, would do best to EXPAND funding provisions for education is dismissed.
- the valorization of market freedom and consumer choice here makes me wary.
- But what is most concerning is that in my experience, it is the errors, dead ends and confusions that launch students into the most profound and transformative moments of learning and self-discovery.
- I fear that the deployment of “competencies” and “proficiencies” as instruments of economy and brevity is simply antithetical to the open-ended inquiry that is foundational to rigorous critical thinking, for learner and teacher.
- Learning, I believe, must be shot through with dissatisfaction, with frustration and moments of utter uncertainty about where one is heading intellectually
- all experiences that are now to be treated as inefficiencies
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Building a Practical College Degree for the New Economy | LinkedIn
- Now we demand that skills training move in tandem with broad learning, and expect both to be completed in the four years of an undergraduate education
- They’re searching for quick and cheap add-on boot camps that give them what they’re missing. And a whole new set of providers are emerging outside of the traditional higher-education ecosystem to provide that lift.
- provide short, immersive workplace experiences to college seniors or recent graduates (anyone can apply, although students at the partner institutions get some preference).
- actual work experiences, practical skill development, networking, and coaching.
- it’s probably not a smart strategy for colleges to respond to every new skill set the economy needs when those skill sets are constantly evolving. Outside providers could be more nimble.
- In the future, what we think of as higher education will be much more of a platform for life-long learning that will blend the experiences of college with the world of work.
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Eportfolio - free websites | Career Services | Goshen College
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http://www.pontydysgu.org/wp-content/uploads/2008/02/eportolioDNAofPLEjournal.pdf
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Supersize your free cloud storage to 100GB or more | PCWorld
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5 of the Best Free Cloud Storage Providers and Their Features
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The Growth Of Learning Through Video in 2014 - Business 2 Community
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Impostor effect: Women feel like frauds at work because they are high achieving perfectionists.
- “Researchers find that impostorism is most often found among extremely talented and capable individuals, not people who are true impostors.” Those plagued by insecurity are paradoxically more likely to be high-achieving. Their doubt drives them to push themselves harder—and, conversely, their perfectionism makes them belittle themselves for doing entirely competent work. The more expertise you acquire, the more you feel like you have to learn.
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Saturday, March 1, 2014
Weekly Sporto bookmarks (weekly)
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