#FutureEd
Thoughts from a MOOC on higher education.
On January 27th, Cathy Davidson, a professor of interdisciplinary studies at Duke University, began teaching a six-week MOOC on the history and future of higher education. Ms. Davidson is also teaching a face-to-face graduate class on the same topic. The students in that course, who are helping to facilitate the MOOC, are blogging here about the design of the MOOC and the ideas being discussed.
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Posts from #FutureEd
Adjuncts’ Livelihood: Let’s Make It a Political Issue
Colleges that rely on poorly paid contingent instructors are overvalued, and people need to know it, says Claire Antone Payton.
Why It Makes Sense for Students to Grade One Another’s Papers
Though many people don’t take peer grading seriously, it can improve learning, writes Barry Peddycord III.
MOOCs, Trust, and the Signature Track
A biometric technique to verify the identities of MOOC participants is worrisome if the MOOC provider sees itself as a big data company, writes Jade E. Davis.
From ‘iConsumers’ to ‘weLearners': Negotiating Online Communities
Is it possible to build active communities of online learners when so many people are excluded from the conversation? David Dulceany asks.
One Class, 14,000 Teachers
A graduate student preparing for his role as a leader in the MOOC realizes that the participants will largely shape the learning experience themselves.
MOOCs and the Promise of Internationalization
Although cultural exchanges take place at colleges across the country, the extent to which students in a MOOC can be exposed to diverse groups is striking, says Christina C. Davidson.
When Meta-MOOC Meets Wiki: Transforming Higher Education
Cathy Davidson, a professor of interdisciplinary studies at Duke University, introduces a new student-written blog about her six-week Coursera course on the future of higher education.
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