Or following the CO riff, the student groups could form in the same way
street gangs do... Sharks v Jets to put an almost sweet face on it
compared to Bloods/Cryps or whatever the wankers in CO were? The
smartest (instead of the toughest) would be a natural leader with some
smart(ish) lieutenants helping smartypants manage the lesser smarties...
providing focus and loyalty and interest. Would a diploma (in the form
of a neck tattoo?) from the Bloods have more street Cred than if from
the Cryps? I'm feeling a Neil Stephenson novel coming on.
My daughters partner is a former instructor at TVI who moved to teaching
HS in ABQ and then Portland, who finally moved to tutoring. I will ask
him if he thinks he (or others like him... freelance tutors) could
restructure their work around MOOCs? Currently his students are mostly
HS but some University in conventional courses... but perhaps some of
the HS students (often either advanced or with special needs around
focus/attention) he tutors might want to take on college level work via
MOOCs. He tutors only physics and math right now but is often asked to
do Chemistry and other things which he is competent in but not up to
speed to actually tutor effectively. He could probably handle a wider
range in the context of a MOOC where he could "study ahead" himself and
be prepared before the students got to material.
I think the one thing he misses about TVI and HS teaching is the group
experience (though he doesn't miss baby-sitting teens and running
interference with interfering parents).
- Steve
What's missing is the matchmaking service to allow potential MOOC
students to find compatible fellow students for clustering together
into collegia. Which could happen in inner city squats, as long as
there is some kind of coffee shop in the neighborhood. More serious
groups of students would probably try to find a suitable tutor or two
for their proposed course of study, again a missing matchmaking
service, or perhaps the tutors are acting as the student matchmakers.
Existing campuses are free to compete as matchmakers, squats, or
tutors, but most of them gave up competing to serve students a long
time ago, choosing a different path through the woods instead.
-- rec --
On Fri, Mar 29, 2013 at 9:53 PM, Steve Smith <[email protected]
<mailto:[email protected]>> wrote:
Kubricks CO was disturbing when I first saw it at 14 (much too
young, despite having read Burgess' novel already) and easier to
watch but still very disturbing even as a mature adult.
I have to admit that Curt's observation matched my own feeling
that a great deal of the discussion around MOOCs gave me eerie
premonitions of dystopian times.
I wonder if the lessons offered by CO are not being ignored as we
plow forward, creating more ways for our youth to be disaffected,
bored, confused and our establishment even *more* incompetent but
adamant (no child left behind?).
I had a mere handful of teachers/professors I can give more than
mediocre marks to and a few who taught me the most as hugely bad
examples. I'm not sure I would have *any* if I had gotten my
formal education through MOOCs...
I can give a lot more credit to mentors (including nominal peers)
but those were more self-selected. I don't know if we have any
*early career* educators, but I'd imagine that the *good* ones
would find this trend disturbing... mainly because it separates
you from the students...
Both of my daughters considered teaching at one point or another
and abandoned the idea after spending a little time in rudimentary
experiences... primarily because they found the students
undermotivated and the parents too often more harm than help.
MOOCs may support those somewhere out on the Autism spectrum, but
for many, the only way they will learn is in a social context with
both competition and support from their peers. I don't know how
to replace that in a MOOC context.
I do suppose that a few teaching assistants/mentors coupled with
the MOOCs and some *classroom*
discussion/troubleshooting/brainstorming/problem-solving time
might do well?
One of mine, however.
On Fri, Mar 29, 2013 at 8:01 PM, Curt McNamara <[email protected]
<mailto:[email protected]>> wrote:
Reminds me of A Clockwork Orange (*not* my favorite movie).
Curt
On Fri, Mar 29, 2013 at 7:34 PM, Jack Stafurik
<[email protected] <mailto:[email protected]>> wrote:
Here is a link to a Washington Post article on mooc:
http://www.washingtonpost.com/national/on-innovations/in-education-innovatio
n-moocs-are-only-the-beginning/2013/03/29/88d77ae6-97ef-11e2-814b-063623d80a
60_story.html?wpisrc=nl_tech
<http://www.washingtonpost.com/national/on-innovations/in-education-innovation-moocs-are-only-the-beginning/2013/03/29/88d77ae6-97ef-11e2-814b-063623d80a60_story.html?wpisrc=nl_tech>
At friam this morning we talked about whether this
approach could be used to
develop a "best" teaching approach. The last three
paragraphs of this
article gave an interesting perspective on how this can
be done. It's copied
below:
"But is there a method of detecting whether a student has
learned anything?
Quizzes and tests are imperfect measures. Enter,
sensor-based technology,
which could detect the interest, learning, and emotion of
the student.
For example, NeuroSky markets a headset called MindWave
that the company
says measures brainwave signals and transmits them via
Bluetooth to a mobile
device. The $99 device, according to the company, detects
the attention
level of students as they learn mathematics, science, or
any other
pattern-recognition disciplines. Affectiva is developing
a biosensor
bracelet called Q Sensor to measure electrodermal
activity, which changes
based on one's emotional state. Ideally, the sensor would
detect when a
student is anxious, bored or excited.
Now, imagine the digital tutor of the future. If a child
likes reading
books, it teaches mathematics and science in a
traditional way. If that
doesn't work, the tutor tries videos. If that's too
boring, it switches to
games or puzzles. The digital tutor takes the student
into holographic
simulations to teach history, culture, and geography. It
teaches art and
music through collaboration. The tutor, via sensor data,
knows what the
child has learned and the time of day when he or she
learns the most. It
asks experts from all around the world the questions it
can't answer. It
tells the parents how the child is doing whenever they
want to know. It
becomes the child's trusted guide - a teacher tailor-made
to fit them."
This could probably be adapted to determine if a student
is cheating on a
test!
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/Doug Roberts
[email protected] <mailto:[email protected]>/
/http://parrot-farm.net/Second-Cousins/
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