New forms of online education like MOOCs lost both forms of primacy at once. By making them free, students had few incentives to not quit any time the course materials got boring or difficult. Without a physical presence, there weren’t the social peer effects of friends encouraging us to attend our classes on time, or shaming us about our poor performance.
These products often tried to emulate the feel of a course by forcing students to take them concurrently. The effect of that model, which Coursera particularly prioritized, appears on the surface to have been unsuccessful, while also reducing the convenience that should be the hallmark of online education.
Open education is absolutely needed – course materials should be distributed as widely as possible for as cheaply as possible. Knowledge deserves to be free. But that openness also makes it hard for these materials to gain primacy in the lives of their students when they are just sitting on the web like every other web page.
Source: Why Is The University Still Here? | TechCrunch
I have found myself drawn to channels that are best described as “alternate” – outside the traditional scope of the Institution. I publish, but on my own blog. I provide support and services, but for software and tools that are not blessed by the University. I share everything I do under a simple Creative Commons license, without worrying about control or ownership. I exist, from some perspectives, outside of the Institution.
This has bothered me for some time. That my activities were in some way irrelevant to the University. That there was no real way for me to affect change, when my actions aren’t recognized, or even noticed, by traditional aspects of the enterprise.
This weekend, I got a chance to crack open the latest issue of Seed Magazine (Dec. 2008). I started with an article on epigenetic inheritance. I had heard the term, but hadn’t given it much thought before. I last studied genetics almost 20 years ago, and remember Mendelian inheritance due to dominant and recessive genes and their interactions. I constructed endless Punnett squares to calculate probabilities of traits based on parental genes. DNA was king. If it wasn’t coded as a gene, it didn’t matter, evolutionarily speaking.
Epigenetic inheritance is the ability to pass traits from one generation to the next, without representation in the genetic code. Phenotype as a result of environmental and behavioural influences, without direct genotypic expression, and in addition to (or in concert with) that which is genetically defined. This can range from simple response to chemicals or pollutants, to passing antibodies through maternal breast milk, to more complex social and cultural activities. Language is epigenetically inherited, passed from one generation to the next through education (formal and informal).
Reading (and rereading) the article, it hit me. The traditional University, the Enterprise, the Institution. These are analogous to the genotype. They are raw data, which becomes translated and expressed in the context of the current generation. Although the genotype of various Institutions are essentially the same, the phenotypic expression differs, as well as the epigenetic aspects that exist as a result of context.
What I’ve been doing has not been irrelevant to, or even outside of the University. What I’ve been doing is working on epigenetic factors, which are passed on without need for direct representation in the formal Institution.
The other interesting concept of epigenetic inheritance is that it can precede genetic representation. A property or behaviour that begins as an epigenetically transmitted trait can find its way into the genome proper. And so, I choose to stop worrying about recognition and relevance, and to focus on the fringe activities, the interstitial, the disruptive. The epigenetic. And will trust that anything truly worthwhile will eventually find its way into the Institution.
I participated in a meeting on campus today that wound up dealing with politics more than anything else. I was having a really hard time trying to figure out why the problem being defined was worth such extreme polarization and strategy worthy of a Pentagon scenario, or at least an episode of Survivor. Actually, I still haven’t figured that part out, but will do my best to contribute to the group as appropriate.
Oy.
I participated in a meeting on campus today that wound up dealing with politics more than anything else. I was having a really hard time trying to figure out why the problem being defined was worth such extreme polarization and strategy worthy of a Pentagon scenario, or at least an episode of Survivor. Actually, I still haven’t figured that part out, but will do my best to contribute to the group as appropriate.
Oy.
I hadn’t visited an iTunes U site for awhile, so this may not be new. I just checked out the Berkeley iTunes U to see what they’re doing with it, and notice the shiny “Subscribe” button when viewing a topic. I don’t remember that being there before, when I was poking around in the Stanford iTunes U. Berkeley’s using it to let folks subscribe to audio on topics like Global Affairs, as well as individual courses. Hey! That’s podcasting! If only I knew of anyone that could use something like this…
I hadn’t visited an iTunes U site for awhile, so this may not be new. I just checked out the Berkeley iTunes U to see what they’re doing with it, and notice the shiny “Subscribe” button when viewing a topic. I don’t remember that being there before, when I was poking around in the Stanford iTunes U. Berkeley’s using it to let folks subscribe to audio on topics like Global Affairs, as well as individual courses. Hey! That’s podcasting! If only I knew of anyone that could use something like this…
I’ve been thinking about what some of the possible implications of this various “2.0” stuff might be on Universities (or, I guess, on academic institutions in general). Likely nothing too earthshattering here, just some thoughts that were sparked over the weekend while thinking about the upcoming BCEdOnline fireside chat we’re planning.
Disclaimer: This blog entry is written by myself as an individual, not as a representative of the University of Calgary. I’m not advocating for anything here, just thinking out loud about what some of the implications might be if some trends continue for another 5/10/20 years.
If we assume that things like “web 2.0” tools, and concepts like the “PLE” are going to mature and evolve, and that individuals will be able to effectively manage their own online identities and resources, that has some implications for a University.
If a person is able to manage their own information, outside of the IT-mandated technobubble, they have the ability to negate any monopolistic tendencies of an institution. That is to say, if a student (or faculty member) is able to manage their own online identity and published resources, without the need for direct intervention by an Institution, they will be able to operate outside the boundaries of any single University. Extrapolating this, a student who is able to have relationships with more than one University, and who manages their own PLE, will be able to select what kind of relationship they want to have with each University. Perhaps they take their first-year biology courses from University X, chemistry from University Y, physics from MIT, philosophy from Cambridge, etc… Perhaps a professor is able to teach students who have relationships with any number of institutions (and are located anywhere they’re technically able to access the professor and course materials). In which case, to which University do the student or professor “belong”? Does that even make sense any more?
If individuals are in control of their institutional relationships, what is the role of the institution? Previously, it was (at least partially) to provide services that were not available to individuals without institutional support. Things like email, network access, classrooms, registration systems, scheduling systems, access to researchers, and access to publications were all offered by the University to its faculty, students and staff. If individuals are able to access any of these services as effectively (or moreso) on their own, what is left for the University? Perhaps the primary role becomes as a research institution? It’s still hard for individuals to conduct hard research on their own (chemicals, infrastructure, safety and security, protocols, etc…). Maybe Universities will become hubs of research activities, with teaching and learning under the auspices of the individuals that choose to have a relationship with a University?
So, the Institution becomes a place for individuals to come together to conduct research, and perhaps to facilitate discourse. Teaching and learning activities are perhaps supported by the Institution, but managed by individuals in any number of locations. What happens to curriculum? Degrees? Tenure? How different is this from where we are now?
I’m sure Stephen (one, two, three, four, five, six, seven), David Wiley (eg.), and many others have put much more thought into this than I have.
I’ve been thinking about what some of the possible implications of this various “2.0” stuff might be on Universities (or, I guess, on academic institutions in general). Likely nothing too earthshattering here, just some thoughts that were sparked over the weekend while thinking about the upcoming BCEdOnline fireside chat we’re planning.
Disclaimer: This blog entry is written by myself as an individual, not as a representative of the University of Calgary. I’m not advocating for anything here, just thinking out loud about what some of the implications might be if some trends continue for another 5/10/20 years.
If we assume that things like “web 2.0” tools, and concepts like the “PLE” are going to mature and evolve, and that individuals will be able to effectively manage their own online identities and resources, that has some implications for a University.
If a person is able to manage their own information, outside of the IT-mandated technobubble, they have the ability to negate any monopolistic tendencies of an institution. That is to say, if a student (or faculty member) is able to manage their own online identity and published resources, without the need for direct intervention by an Institution, they will be able to operate outside the boundaries of any single University. Extrapolating this, a student who is able to have relationships with more than one University, and who manages their own PLE, will be able to select what kind of relationship they want to have with each University. Perhaps they take their first-year biology courses from University X, chemistry from University Y, physics from MIT, philosophy from Cambridge, etc… Perhaps a professor is able to teach students who have relationships with any number of institutions (and are located anywhere they’re technically able to access the professor and course materials). In which case, to which University do the student or professor “belong”? Does that even make sense any more?
If individuals are in control of their institutional relationships, what is the role of the institution? Previously, it was (at least partially) to provide services that were not available to individuals without institutional support. Things like email, network access, classrooms, registration systems, scheduling systems, access to researchers, and access to publications were all offered by the University to its faculty, students and staff. If individuals are able to access any of these services as effectively (or moreso) on their own, what is left for the University? Perhaps the primary role becomes as a research institution? It’s still hard for individuals to conduct hard research on their own (chemicals, infrastructure, safety and security, protocols, etc…). Maybe Universities will become hubs of research activities, with teaching and learning under the auspices of the individuals that choose to have a relationship with a University?
So, the Institution becomes a place for individuals to come together to conduct research, and perhaps to facilitate discourse. Teaching and learning activities are perhaps supported by the Institution, but managed by individuals in any number of locations. What happens to curriculum? Degrees? Tenure? How different is this from where we are now?
I’m sure Stephen (one, two, three, four, five, six, seven), David Wiley (eg.), and many others have put much more thought into this than I have.
It’s the end of an era. The Learning Commons is no more. It’d be dramatic, if we weren’t just changing the name to the “Teaching and Learning Centre“. It’s a little less pretentious, and should require less explanation about what we do. It’s a shorter web domain name, too – just “tlc.ucalgary.ca“. Maybe we should have thrown a “2.0” in there for buzzword compliance 🙂
It’s the end of an era. The Learning Commons is no more. It’d be dramatic, if we weren’t just changing the name to the “Teaching and Learning Centre“. It’s a little less pretentious, and should require less explanation about what we do. It’s a shorter web domain name, too – just “tlc.ucalgary.ca“. Maybe we should have thrown a “2.0” in there for buzzword compliance 🙂
I just realized that there was no “University of Calgary” group on Flickr, so I created one.
This should be an interesting way for students, faculty, staff and alumni to share photos about the U of C.
Please feel free to join the group and add any photos you’d like to share.
I just realized that there was no “University of Calgary” group on Flickr, so I created one.
This should be an interesting way for students, faculty, staff and alumni to share photos about the U of C.
Please feel free to join the group and add any photos you’d like to share.
via Josie Fraser at EdTechUK – This is one of the cooler things I’ve seen in a while. Stanford University is putting a bunch of audio content online, free, via the iTMS.
Stanford on iTunes will provide alumni—as well as the general public—with a new and versatile way of staying connected to the university through downloads of faculty lectures, campus events, performances, book readings, music recorded by Stanford students and even podcasts of Stanford football games. At launch, the service will contain close to 400 distinct audio programs, and the university will continue to add new content as it becomes available.
They’ve put up a page describing the effort, with a direct link to the Stanford section of the iTMS. I’m downloading a few things now (a session on Stress and Coping – ironically enough – and some live recordings of some concerts).
Very cool. Great to see a Big School “get it” that by sharing resources freely they are not shooting themselves in the foot. Every university should be doing this as part of their contribution back to the community.
ps. Yes, I know it’s not really podcasting, but close enough. The spirit is the same, and they provide some handy hooks to download all content at once. So it’s not fed to you via RSS. Whatever…
via Josie Fraser at EdTechUK – This is one of the cooler things I’ve seen in a while. Stanford University is putting a bunch of audio content online, free, via the iTMS.
Stanford on iTunes will provide alumni—as well as the general public—with a new and versatile way of staying connected to the university through downloads of faculty lectures, campus events, performances, book readings, music recorded by Stanford students and even podcasts of Stanford football games. At launch, the service will contain close to 400 distinct audio programs, and the university will continue to add new content as it becomes available.
They’ve put up a page describing the effort, with a direct link to the Stanford section of the iTMS. I’m downloading a few things now (a session on Stress and Coping – ironically enough – and some live recordings of some concerts).
Very cool. Great to see a Big School “get it” that by sharing resources freely they are not shooting themselves in the foot. Every university should be doing this as part of their contribution back to the community.
ps. Yes, I know it’s not really podcasting, but close enough. The spirit is the same, and they provide some handy hooks to download all content at once. So it’s not fed to you via RSS. Whatever…
