Harvard and MIT are partnering for an MOOC (Massive Open Online Course) known as edX. Currently, similar offerings are available from Stanford, Princeton, UPenn, and the University of Michigan. Unfortunately edX and others like it will grade student papers by utilizing “crowd-sourcing” and “natural-language software.” Oh, geeze. Not that again.
Harvard and MIT Go MOOC
Meteor Shower
Check out Clint Smith’s poem “Meteor Shower” at the Diverse Arts Project. Not into poetry? We have ten poems for people who hate poetry.
●
●
Walter Kirn’s Underwear
“For Mr. Kirn, 51, who indeed brims with an outer confidence that can be intimidating at times to those unused to brash, creative types who dress in custom cowboy boots and seem indifferent to the modest niceties of literary image, the loud underwear seems to be working this afternoon.” If this doesn’t read like the typical author profile that’s because Walter Kirn interviewed himself for The New York Times on his new book, Blood Will Out: The True Story of a Murder, a Mystery, and a Masquerade. Here’s our review.
Reliable Suspense
What’s the greatest tool to create suspense? An unreliable narrator, according to Gillian Flynn, who is a master of them if you’ve read Gone Girl. She discussed how to write a good thriller, why she doesn’t believe in guilty pleasure reading, and her ambitious quest to read every Pulitzer Prize-winning novel in chronological order in a New York Times “By the Book” interview. Pair with: Our conversation about Gone Girl.
●
●
One comment:
Add Your Comment: Cancel reply
This site uses Akismet to reduce spam. Learn how your comment data is processed.
Will the Real Philip Roth Please Stand Up?
Breaking news: turns out Philip Roth doesn’t actually have a Twitter account.
Up South
“Young black fiction writers in the U.S. often face a strange obstacle as they try to figure out who they are — it’s called American literature. A high number of pre-civil-rights-era novels by white American writers are likely to include tossed-off racial slurs and/or stock black characters, some of which make racially conscious readers want to hurl the book across the room, even if the wooly-headed pickaninnies are only peeking around a doorjamb on one page out of 400. There are exceptions, but shockingly few. You always have to brace yourself — always.” James Hannaham writes about growing up in Yonkers but finding himself in Southern literature.
Tuesday New Release Day: Thompson, Stephenson, Adiga, McGinniss, Silverstein
New this week: Craig Thompson’s long-awated follow up to Blankets is here. Stay tuned for our review of Habibi later this week. Also new: Neal Stephenson’s Reamde, Aravind Adiga’s Last Man in Tower, Joe McGinniss’s much leaked exposé The Rogue: Searching for the Real Sarah Palin, and a new, posthumous collection of Shel Silverstein’s poetry and drawings, Every Thing On It.
As many of the experienced educators have pointed out, this heroic effort to fund a new approach/technology is another glaring example of focusing on the wrong thing! Any student of systems engineering, or the systems approach to problem-solving will understand that focusing on the result or symptoms is useless. Look for the cause, not the result. Fix the source/cause instead of wasting resources to treat the symptom.
MOOCs is bad. MOOCs is today’s example of once again jumping on a new technology to apply a non-educational solution to education problems without identifying the problem. This attempt is no different that long list of historical failures to fix education with technology.
1. Radio (broadcast lectures)
2. Educational/Training Films (often another boring lecture)
3. Educational TV (watch other students endure boring lecture)
4. VHS classrooms (same as above, but can be mass-distributed to bore thousands)
5. early attempts at “eLearning”
a. read text script of boring lecture
b. programmed instruction on a PC
c. PowerPoint on demand
6. YouTube, iTunesU, and other variations of boring-lecture-on-demand
The problem shared by the colossal failure of each of these to solve education’s problems was two-fold: (1) the problem was adequately identified, analyzed and treated, and (2) the focus was on the technology rather than the quality of the content or the effectiveness of its delivery.
After viewing several examples of iTunesU, Udacity, and the Harvard/MIT edX project, I see nothing new but a repeat of the VHS classroom. Been there, done that, it was boring and nearly non-educational. This mode of content delivery is lacking the basic requirements of an effective and efficient learning situation: content interactivity, peer-peer interaction, student-teacher interaction, drill-and-practice, monitoring and feedback, and assessment of actual learning.
A closer analysis of some these new MOOC-oriented organizations reveals a surprising lack of instructional design expertise. A couple are being built solely with software programmers (some with educational backgrounds), but none claiming educational technology, psychology, or design credentials.
Stop the funding until someone addresses the basic questions of: (a) what is the educational goal, (b) what is the educational philosophy or strategy that will be employed, and (c) how will success be measured?