Tuesday, December 15, 2015

UC and Dark Ages? on CS and math reqs and online learning...

See

"University of California pressured to count computer science toward high school math requirement"

http://www.mercurynews.com/california/ci_29245938/uc-under-pressure-count-high-school-computer-science

Like many others, Hardy believes UC's stance is holding back California schools. "I feel like we're in the Dark Ages," she said.
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And there's:


"Online learning, from biochemistry to Basque"

http://universityofcalifornia.edu/news/online-learning-biochemistry-basque

Students now have another way to enroll in high-demand gateway courses that, on some campuses, fill up so quickly that it can create bottlenecks to student progress. Students also have an option for taking courses that are not offered on their campus.

....

She plans to teach it online from now on because it has been such a successful model.  “I really enjoy doing (in-person) lectures, and the feeling of being able to see students’ reaction. I kind of miss that,” she said.

“But my students are getting much more out of the course now. This positions of them to be not just consumers of knowledge, but the makers and doers of creating it. The material engages them at a very deep level.”

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See this post, includes:
The larger story for Western universities is that massified higher learning has reached the end of the line. Standardised skills have been commodified and their earning power is weaker than ever. Our societies need creative capabilities from graduates on a mass scale. It’s hard to see how else the rising generation will address unprecedented problems in every domain, social and cultural as much as technological. We need graduates who can think independently, identify new problems, create customised research methods, interpret mixtures of data from different disciplines, identify a spectrum of solutions, and cope continuously with research failure, ambiguous information, and tacit knowledge. Creative graduates, in short, need individualised learning. And yet the UK government appears to be enforcing standardisation and pushing resources towards for-profit providers who can earn good returns only by limiting learning.
The Green Paper, in proposing outdated metrics, is a step backwards for student learning. Better learning requires investment, not assessment, but that seems to be the one thing not on offer.


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As related 'year end retrospective'... this talk from 2014 -but made widely available in mid 2015- takes up education at various points in discussion


'Technologists have solved, hacked, fixed education' stance comes up in it
'Tech can't do everything' stance also comes up iin:

CHM Revolutionaries: The New Digital Age- Authors Eric Schmidt & Jared Cohen

moderated by S. Sandberg

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