A short conversation on Twitter about the oncoming revolution in Higher Education.
It started innocently enough with a few sentences I threw out to the Twitterverse in the weekly hours on a Thursday. Had been thinking about friends and colleagues that are brilliant teachers and wondering why they keep getting pushed out of academia. And why some of them have come to the conclusion that academia is not hospitable to them. It's a weird contradiction -- that in many institutions of higher learning, the folks most passionate about teaching and learning often get overlooked or even aggressively pushed out.Read the rest at Right Leaders of Wrong (with tweets) by Jessifer on Storify. Want more, related?
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Over the last twelve months, Hybrid Pedagogy has published 74 articles by 16 authors. It’s no surprise for us to report that the articles we’ve published about MOOCs have been some of our most-read articles of the year. The MOOC is not a bandwagon, though, but something needing careful interrogation with “discernment but not judgment.”
I argue in “Online Learning: a Manifesto,” that “to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.” There is a deeper discussion underlying our anxieties (and excitement) about MOOCs -- a discussion about the efficacy of open education, online learning, and digital pedagogies.
A discussion about the future of education...
On December 7, we focused our #digped discussion on issues large and small, loud and quiet, the questions we keep circling around and also the harder ones, the ones that unnerve us.
Carrying the conversation even further back, see @alistelling's (aka Pete Rorabaugh) Storify. The Political Economies of Higher Education, from the August 31, 2012, #digped discussion.
ED. NOTE & ANNOUNCEMENT: