Some blog followers might be interested in a discussion list post “Re: Teaching and Learning” [Hake (2014)]. The abstract reads:
************************************
ABSTRACT: GS Chandy (2014) in his Math-Teach post titled “Re: Khan Academy 2.0” at http://bit.ly/1tGPvAN wrote: “At its core, teaching has to be about helping the student to learn.”
To which math education guru Robert Hansen responded at http://bit.ly/YYpwJJ: “teaching is about teaching things. That is pedagogy. In an ideal world, every student would be able to learn every thing the teacher teaches. It is only (relatively) recently that teaching took on the role of learning, or better known as remediation, and quite frankly, not only does it suck at it, the more you make teaching about learning, the less you make it about teaching, until such point, it isn't about teaching at all. Or learning.”
For a more informed view of the relationship of teaching to learning see “From Teaching to Learning: A New Paradigm for Undergraduate Education” [Barr & Tagg (1995)] at http://bit.ly/8XGJPc. They wrote: “A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted.”
************************************
To access the complete 41 kB post please click on http://bit.ly/VQx4MP.
Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for Definitive Academic References which Recognize the Invention of the Internet (PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.
Boy #1: "I taught my dog to whistle."
Boy #2: "I don't hear him whistling."
Boy #1: "I said I taught him. I didn't say he learned it."
- Cartoon at http://bit.ly/1rCyR71
REFERENCES [URLs shortened by http://bit.ly/ and accessed on 28 Aug 2014.]
Hake, R.R. 2014. "Re: Teaching and Learning" online on the OPEN! AERA-L archives at http://bit.ly/VQx4MP. The abstract and link to the complete post are being transmitted to several discussion lists.
Showing posts with label From Teaching to Learning. Show all posts
Showing posts with label From Teaching to Learning. Show all posts
Thursday, August 28, 2014
Wednesday, May 22, 2013
Re: ‘Laptop U’ Misses the Real Story
Some blog followers might be interested in a recent post “Re: ‘Laptop U’ Misses the Real Story” [Hake (2013)]. The abstract reads:
*********************************************
ABSTRACT: Joshua Kim in his Inside Higher Ed report “ ‘Laptop U’ Misses the Real Story” at http://bit.ly/11b4tNd correctly pointed out two problems in Nathan Heller’s otherwise exemplary New Yorker article “Laptop U” at http://nyr.kr/10MmItb (paraphrasing):
1. “The online and blended education world, really the higher ed world where most of us spend our days, fails to make any appearance.”
2. “If in fact the real story is the rise of blended and online learning, then [that story] will go completely untold if MOOCs are the sole focus.”
In my opinion, two other problems are that “Laptop U”:
3. Fails to emphasize the fact that MOOCs, like most Higher Ed institutions, concentrate on DELIVERY OF INSTRUCTION rather than STUDENT LEARNING to the detriment of their effectiveness - - see “From Teaching to Learning: A New Paradigm for Undergraduate Education” [Barr and Tagg (1995)] at http://bit.ly/8XGJPc.
4. Ignores the failure of MOOC providers to gauge the effectiveness of their courses by pre-to-postcourse measurement of student learning gains utilizing “Concept Inventories” http://bit.ly/dARkDY. As I pointed out “Is Higher Education Running AMOOC?” [Hake (2013) at http://yhoo.it/12nPMZB, such assessment would probably demonstrate that MOOCs are actually MOORFAPs (Massive Open Online Repetitions of FAiled Pedagogy). There would then be some incentive to transform MOOCs into MOOLOs (Massive Open Online Learning Opportunities).
*********************************************
To access the complete 9 kB post please click on http://yhoo.it/13JDqKM.
Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar: http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
REFERENCES [URL shortened by http://bit.ly/ and accessed on 22 May 2013.]
Hake, R.R. 2013. “Re: ‘Laptop U’ Misses the Real Story” online on the OPEN! Net-Gold archives at http://yhoo.it/13JDqKM. Post of 22 May 2013 16:26:51-0700 to AERA-L and Net-Gold.
*********************************************
ABSTRACT: Joshua Kim in his Inside Higher Ed report “ ‘Laptop U’ Misses the Real Story” at http://bit.ly/11b4tNd correctly pointed out two problems in Nathan Heller’s otherwise exemplary New Yorker article “Laptop U” at http://nyr.kr/10MmItb (paraphrasing):
1. “The online and blended education world, really the higher ed world where most of us spend our days, fails to make any appearance.”
2. “If in fact the real story is the rise of blended and online learning, then [that story] will go completely untold if MOOCs are the sole focus.”
In my opinion, two other problems are that “Laptop U”:
3. Fails to emphasize the fact that MOOCs, like most Higher Ed institutions, concentrate on DELIVERY OF INSTRUCTION rather than STUDENT LEARNING to the detriment of their effectiveness - - see “From Teaching to Learning: A New Paradigm for Undergraduate Education” [Barr and Tagg (1995)] at http://bit.ly/8XGJPc.
4. Ignores the failure of MOOC providers to gauge the effectiveness of their courses by pre-to-postcourse measurement of student learning gains utilizing “Concept Inventories” http://bit.ly/dARkDY. As I pointed out “Is Higher Education Running AMOOC?” [Hake (2013) at http://yhoo.it/12nPMZB, such assessment would probably demonstrate that MOOCs are actually MOORFAPs (Massive Open Online Repetitions of FAiled Pedagogy). There would then be some incentive to transform MOOCs into MOOLOs (Massive Open Online Learning Opportunities).
*********************************************
To access the complete 9 kB post please click on http://yhoo.it/13JDqKM.
Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar: http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
REFERENCES [URL shortened by http://bit.ly/ and accessed on 22 May 2013.]
Hake, R.R. 2013. “Re: ‘Laptop U’ Misses the Real Story” online on the OPEN! Net-Gold archives at http://yhoo.it/13JDqKM. Post of 22 May 2013 16:26:51-0700 to AERA-L and Net-Gold.
Subscribe to:
Posts (Atom)
