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
Salvador Dalí Illustrates the Western Canon
Few people know about Salvador Dalí's illustrations for famous works of the Western canon, including Don Quixote, Macbeth, Paradise Lost, and even The Bible.
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Abandonment Issues
We give up a book for many reasons: it was too long, the writing was dull, it was written by E.L. James. Goodreads has charted just when and why we abandon books. Catch-22 is the number one abandoned book. (Confession: I didn’t finish it either.) Also, see our article on the pressures of finishing novels in the age of literary social media.
Poetry Rocks
Split This Rock’s Tenth Annual Poetry Contest is now open for submissions, judged by Sheila Black. All prize winners will be invited to read at the 2018 Split This Rock Poetry Festival and have their poems published in The Quarry.
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Reading Retreats
“Why not plan a vacation dedicated exclusively to reading?” asks Salon‘s Laura Miller.
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One Last Taste
The last meal is a curious staple of modern executions, not least because it involves, in the words of one death-row inmate, “putting gas in a car that don’t have no motor.” At Lapham’s Quarterly, an essay on the ritual’s history, one that includes mention of famous last meals like terminally ill French President Francois Mitterrand’s final dinner of “Marennes oysters, foie gras, and two ortolan songbirds.”
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Being Ernest
Is your family concerned about you? Are all your Victorian relatives vaguely scandalized by your presence? Then you just might be in a character in an Oscar Wilde play. At The Toast, a list of ways to tell.
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Becoming a Better Writer by… Not Writing?
Julia Fierro is a writer we’ve featured before, and her first novel Cutting Teeth was published last month. But as she explains in a new piece, there was a stretch of time when she didn’t write at all. “I was so cruel to myself, so impatient, beating myself up daily for not writing,” she says. “It took seven years worth of teaching… before I returned to writing with solid commitment. And when I did sit down in front of my computer, I was a better writer.”
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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?