Here it is.

New options for comment, discussion, critique, etc.  Continuing on some of the themes from last year’s report, particularly with regard to mobile, key trends are:

  1. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
  2. People expect to be able to work, learn, and study whenever and wherever they want.
  3. The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.
  4. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.

Discuss. 🙂

A new report from the Center for American Progress deals with online education and its potential disruptive impact on systems of higher ed.  While I’m still digesting the report, my initial reaction is this:  the most disheartening conclusions of this, and most other reports of the “what’s wrong with higher ed?” variety that seem to be proliferating these days is that they seem to be based on a one-dimensional, inhuman philosophy of education.  While it might seem a naive stance in these troubled financial times, I became an educator because I believe that the value of learning can’t simply be measured, as the report suggests, by some formula “composed of the 90-day hire rate plus change in salary over some amount of time divided by total revenue per conferral plus retrospective student satisfaction plus the cohort repayment rate indexed to credit scores.”  This is why I find the recent “limiting by way of financial starvation” of the mission of the California Community Colleges so disturbing, not to mention intellectually dishonest.  In other words, there’s more to education, to learning, than its ability to make a person a better wage earner.  Maybe I’m old-fashioned – I suppose educators don’t read Paulo Freire anymore?

Disrupting College – How Disruptive Innovation Can Deliver Quality and Affordability to Postsecondary Education

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These are flyers posted in a couple of places at FLC.  Is this the message we want to be sending?  Given that smartphones are handheld computers, do we really want to prohibit our students from using computers?  Is “Students having loud, disruptive conversations…” too nuanced for a sign?

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Join fellow educators as we explore the innovative use of technology in education. This is a unconference-style, lunch-on-your-own, informal, collaborative, on-the-fly, bring-your-own-mobile-device (laptop/netbook/iPod/iPad/Galaxy Tab/smartphone/chumby) event – basically a chance to nerd out (academically) in a supportive atmosphere. All Los Rios faculty are invited to attend – beginners and experts, adjunct and full-time. Details here: http://flcworkshop.wikispaces.com

I stumbled upon an interesting way to search for anonymous edits to the Wikipedia originating from inside of the LRCCD network.

ARC, CRC, FLC, SCC, and DO

Once you’re there, you can select “diff” for any of the articles to see the actual changes and compare them to the prior state of the document. As would be expected, the edits consist of a mix of spelling and grammar tweaks, earnest factual edits, and (often hilarious) vandalism.

It would be interesting to analyze these to determine if any of the changes map to course content. Were students so inspired by their Philosophy class that they felt compelled to edit the Wikipedia entry on Existentialism? We may never know…

For the nerds in the audience…
For security reasons, the LRCCD network “masks” real IP addresses. That is, all of the traffic coming out of ARC appears to originate from the IP address 165.196.0.10. Traffic from CRC appears to originate from 165.196.0.11, and so on. Couple this with the fact that Wikipedia records IP addresses for anonymous edits, and you have an interesting view into the edits originating from the LRCCD network, by college.