Given the hunger at the Regents and with the governor for teaching innovations – notably online education – we have in past postings noted college courses on TV in the 1950s and on radio in the 1920s.
Online ed is supposed to allow students to work at their own pace. So may we present to you now, the Skinner teaching machine:
[youtube http://www.youtube.com/watch?v=jTH3ob1IRFo?feature=player_detailpage]
Spring break has finally arrived on the UCLA campus, and many faculty are scrambling to move their classes online while sheltering in place and homeschooling their kids in response to the corona virus outbreak. The Council of UC Faculty Associations asked UC President Janet Napolitano to delay the start of spring quarter:
At the Regents meeting of January 22, 2014, Gov. Brown seems to be searching for an online course that requires no human interaction. Such a course, he reasons, could have unlimited enrollment because it is completely self-contained. He gets some pushback from UC Provost Dorr, who thinks courses should have such interaction. You can hear this excerpt at the link below. The entire meeting of the Committee on Educational Policy of the Regents was posted yesterday.[youtube http://www.youtube.com/watch?v=3tYFLJvrE3g?feature=player_detailpage]
As we have noted in numerous prior posts, the Regents refuse to archive their meetings beyond one year. So we dutifully record the sessions in real time. Below is a link to part of the afternoon session of Jan. 22. This segment is mainly the Committee on Educational Policy. Gov. Brown was in attendance. We will separately (later) provide links just to certain Brown segments. But for now, we provide a continuous recording. There was discussion of designating certain areas of UC-Merced as nature reserves, followed by discussion of a new telescope. The discussion then turned to online ed and…
Good question! Inside Higher Ed today runs an article on MOOC offerings at the U of Texas and Cornell. At the former, there are the usual extremely low completion rates. At the latter, resident students are asking the question in the photo at the right: …”A year after UT began rolling out nine Massive Online Open Courses, the results are in,” The Daily Texan wrote in a Jan. 29 editorial… Among the “results” are completion rates ranging from 1 to 13 percent, the lack of credit granting courses and the $150,000 to $300,000 production costs… (S)tudents at Cornell voiced similar concerns,…
An interesting analysis of MOOCs in a National Bureau of Economic Research working paper by Stanford economist Caroline M. Hoxby suggests that heavy dependence on online ed won’t work for what she terms highly selective post-secondary educational institutions. In essence, such institutions depend in important ways on alumni loyalty which is hard to obtain if students take courses online that come from anywhere. Abstract: I consider how online postsecondary education, including massive open online courses (MOOCs), might fit into economically sustainable models of postsecondary education. I contrast nonselective postsecondary education (NSPE)in which institutions sell fairly standardized educational services in return…
In his first iteration as governor, back in the 1970s and early 1980s, Gov. Brown emphasized the “era of limits.” Yesterday at the Regents, however, he apparently wanted to push those limits when it came to online education: Jerry Brown pushes UC to find “outer limits” of online education …Sitting in on part of Wednesday’s meeting, Brown challenged regents to develop classes that require no “human intervention” and might expand the system’s reach beyond its student body. “If this university can probe into” black holes, he said, “can’t somebody create a course — Spanish, calculus, whatever — totally online? That…
