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
On Pauline
"It is impossible to ignore the ways in which [Pauline] Kael’s gender makes her a target," writes Amanda Shubert as she reviews the oft-criticized movie critic, subject of the new book Pauline Kael: A Life in the Dark.
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“Eyes Without a Face”
John Darnielle of The Mountain Goats fame has a debut novel, Wolf in White Van, longlisted for the National Book Award, and Dwight Garner reviews the "strange and involving" novel for The New York Times.
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The Virtues of Boring
Mark O'Connell's recent essay in these pages discussed how long, challenging novels can hold you captive (in both the good and bad senses of that phrase). Now, in the Times, Manohla Dargis and A.O. Scott come to the defense of "the slow and the boring" in film, responding Dan Kois's Times Magazine piece confessing he's "suffering from a kind of culture fatigue and have less interest in eating my cultural vegetables."
Looking Grim
You could spend a long car ride thinking about about all of the books that are currently outselling Rand Paul’s newest, Our Presidents & Their Prayers: Proclamations of Faith by America’s Leaders. According to data obtained from Nielsen BookScan, Paul’s book has sold less than 500 copies in two weeks. For reference, the end of Michelle Bachmann’s ill-fated 2012 presidential campaign was foreshadowed by her book, Core of Conviction, selling just a few thousand copies in the same time that it has taken Paul’s to sell hundreds.
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“There’s potential on Twitter for wild formal invention.”
If you’ve finished reading David Mitchell’s latest short story – which was published on Twitter last week and then ran on our site five days ago – you’ll appreciate Ian Crouch’s look at its greater meaning, and what it could mean for Twitter as a whole.
Open Letter Goes Digital
Literature-in-translation specialists Open Letter have announced a new ebook series for international literature. To celebrate the launch, all the new ebooks are just $4.99 for the month of June.
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Reading at Wimbledon
Though it's long been known as the gentleman's sport, tennis seems to be slipping a little bit in its cultural refinement. Melville House has a blog post on the reading habits of elite players, and they're spotty at best, though Dostoyevsky, Nietzsche and Camus are all mentioned, as are J.K. Rowling, Tolkien and, simply, "newspapers."
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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?