Archive for the 'cfhe12' category

Current/Future State of Higher Education: Week 6: Distributed Research & new models of inquiry !

Nov 13 2012 Published by under acad lib future, academia, cfhe12, education, librarianship

Yes, I've fallen behind a bit on my MOOC due to conferences and other general insanity, but after doing the last week this week I vow to catch up a bit retroactively and do weeks 3, 4 & 5.

My weeks 1 and 2 posts are here and here.

Distributed Research: new models of inquiry (Nov 12- 18)
Introduction - Week Six

Distributed research, or more generally, open science, reflect the next logical progression of the internet’s influence on higher education. Early 2000’s saw the development of open content. Since 2008, teaching in open online courses has gained prominence. Distributed research labs and open science represent the next stage of development of openness in education.

Developing the knowledge of a discipline is a complex process. Currently, new ideas are developed and shared through peer review and peer publications. This process takes time. Years of research are followed by a long cycle of formal peer review and publication. It is not unusual for articles, after they’ve been written, to take 2+ years to be published. During this process, conference presentations and interactions with peers may open new discoveries to critique and review. Even then, discoveries require long periods of work in isolation (or in small labs) followed by publication years later. Responses to those publications, through other researchers validating results and building on the initial research, can take an additional multi-year cycle. Research that is shared early, iteratively, and with engagement through blogs and social media can benefit from the benefit from the small contributions of many (or, in the language of open source software, with many eyeballs, “all bugs are shallow”).

Readings & Resources - Week Six

Michael Nielsen, Open Science TEDxWaterloo video 16:36

Principles of Open Science from Science Commons (pdf)

Michael Nielsen, The Future of Science

Martin Weller, The Digital Scholar

In particular, read the chapter on researchers and new technology

Example of a distributed research lab:

Activities - Week Six

As we conclude this course, reflect on the topics covered and the implications on the future of education. While bold proclamations have been issued by pundits regarding dramatic disruptions to higher education, change in complex fields is multifaceted. Many of the innovations considered - such as MOOCs - appear to add a layer to higher education, rather than replace the entire system of research, service, teaching, and scholarship. As you consider the future of education, reflect on what an integrated system of universities might look like when some components, such as teaching and learning, are distributed and online and other components, such as curriculum and testing, are handled by corporate partners.

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Current/Future State of Higher Education: Week 2 reading list!

Oct 18 2012 Published by under acad lib future, academia, cfhe12, education, librarianship

I'm at the Access Conference in Montreal this week starting today, so I'm a bit behind on the readings for the Current/Future State of Higher Education MOOC I'm participating in. I'm hoping a nice long relaxing train ride will give me the opportunity to catch up.

Anyways, Week 1 was a great introduction to the issues facing higher ed and here in Week 2

Week 2: Net Pedagogies: New models for teaching and learning
Readings and Resources

Blended Learning Models

Online Learning

And this week we do have some interesting learning activities to get ourselves thinking.

Learning Activities: Week Two

  • Map what you are hearing to your institutional context. What parts are relevant to your institution?
  • What might be your role in moving your school to a new model?
  • Write a dialog/argument you would make to sell the administration on the idea of moving to a new model

The learning activities I'm basically just doing in my head rather than writing them down anywhere. And that's partly because my institution is both a little behind on these types of things but is also definitely aiming much higher and hoping to make some progress. As our Provost Patrick Monahan's TEDxYorkU talk ably demonstrated, there is the desire and the will at the very top.

At the same time, I'm also quite aware that the learning activities do make an important assumption that is perhaps not completely justified -- that the correct and only path is finding a new technology-centric model and advocating for moving to that model. Which is I guess not surprising for a MOOC on basically that very topic. But still, I think an equally valid outcome for this course might be rejecting any idea of the inevitability/desirability of such a new model and coming up with an argument for that position.

Open inquiry is open inquiry, right?

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Current/Future State of Higher Education: An Open Online Course: Week 1 reading list!

Oct 11 2012 Published by under acad lib future, cfhe12, education, librarianship

Well, I've done it. I've signed up for a MOOC. MOOC, of course, being Massively Open Online Courses, are all the rage in higher-ed-more-disruptingly-than-thou circles, what with their potential is greatly expand the reach of higher education beyond a campus-bound constituency. But not without criticism, of course. Coursera is a popular example of a company that's offering MOOCs but there are a bunch of them out there now.

Having read so much about them over the last year or so, I thought I'd give one a try.

And as a bonus, this one is about the changes happening in the higher education world.

It's called Current/Future State of Higher Education: An Open Online Course.

In countries around the world, the transition to knowledge and service economies occurring rapidly. Competitive countries are no longer only those that have an abundance of natural resources, but also those with a highly educated populace. Higher education is increasingly recognized as a vehicle for economic development.

University leaders are struggling to make sense of how internationalization, the current economic conditions, and new technologies will impact their systems. Educators are uncertain of the impact of open educational resources, alternative accreditation models, de-professionalization of academic positions, and increased grant competitiveness. What is role of the academy in increasing national economic competitiveness while preserving the “vital combat for lucidity” that defines an open democratic society?

The six week course (which started this past Monday) covers the following topics:

Weekly Topics:

  • Change pressures: What is influencing higher education? (Oct 8-14)
  • Net pedagogies: New models of teaching and learning (Oct 15-21)
  • Entrepreneurship and commercial activity in education (Oct 22-28)
  • Big data and Analytics (Oct 29-Nov 4)
  • Leadership in Education (Nov 4-11)
  • Distributed Research: new models of inquiry (Nov 12- 18)

Weekly Format:

  • Each week will include readings, videos, and recommended activities. Live weekly presentations (2-3 each week) will be held with guest speakers.
  • The content will include peer-reviewed articles that articulate the landscape of educational change. Interactive activities will be included each week to give participants an opportunity to evaluate their understanding of the weekly content.

Course participants will also engage in recommended weekly activities (artifact creation and sharing) to contribute to the knowledge base of the weekly topic

Here in this space I'll be sharing the week's readings and perhaps even reflecting on my progress through the course. I'm not sure I'll be interacting much in the forums or on twitter, but you never know.

The hashtag is #CFHE12.

Week #1

This week's readings set the stage for the rest of the course, with a nice range of items all over the "omg higher ed the world is coming to an end spectrum" of commentary. I like the international perspective on the readings, that's for sure. I also like how they mix things up a bit on the techno-utopian side as well as strong criticisms of the techno-commercial approach. The "status quo is mostly alright" seems to be represented as well. I haven't gone through all of them in detail yet but it promises to be enlightening and entertaining.

I'm tempted to pull in a few suggestions of my own from all my Around the Web posts, but I think I'll just stick with what's on the official readings list for now.

Here goes.

OK, I can't resist including a bunch of items from my York colleague Melonie Fullick:

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