PART 1: HISTORY
Week 2: The iPod Experiment: Or, Learning vs. Education
Begins 10:00 am EST -0500 on February 3, 2013
Ends 9:59 am EST -0500 on February 10, 2013Peer Assessment 1, Part 2 will be available until 9:59 am EST -0500 on February 10, 2014
Week 2 quiz will be available until 9:59 am EST -0500 on February 17, 2014
Materials will be available until September 1, 2014
Duke University’s iPod experiment became international news. Why? What happens when students are in charge? What happens when education begins without knowing the answer? In this Coursera course, we're advocating a method based on curiosity, critical thinking, collaboration, dialogue, experimentation, and creativity. Those are key whether in Science, Technology, Engineering and Mathematics (STEM fields) or in the creative or performing arts, or in humanistic historical and philosophical areas. The modern (Industrial Age) professional disciplinary form of education emphasizes, by contrast, content acquisition and mastery of specialized knowledge. Why? This week surveys Western educational ideas from Socrates, to Descartes, Diderot, and Kant, and looks at the Humboltian University. These ideas from the Age of Enlightenment in Europe had an impact worldwide. We’ll discuss Friedrich Schleiermacher’s ideas of "import" (with emphasis on control and disciplines, from preservation of accepted knowledge to advancement of new knowledge) and French ideas of importance of certification, degrees, conformity of views, reputation, and the ranking and hierarchy of elite education. We will also look specifically at the history of higher education in North America, from the University of Mexico (1551) to the founding of first research university (Johns Hopkins University in 1876) to MOOCs today. What are parallel developments worldwide? We will look at keywords for the Industrial Age vs. Connected Age.
Week 2 Assigned Reading:
The articles below are readings that support this week's lesson. For more information on specific topics, check out the Supplementary Readings page.
- Davidson, Cathy. “Introduction” and “Chapter 3. Project Classroom Makeover.” Now You See It: How Technology and Brain Science will Transform Schools and Business for the 21st Century. Penguin. 2011. Online.
- “Higher Education.” Wikipedia. Online. (We encourage you to fill out the international dimensions of this Wikipedia entry; it is very Western in focus. See "Participatory Assignment" below.)
The video lectures for this week consist of the following:
- Lecture 2.1 - The iPod Experiment: Or, Learning vs Education
- Lecture 2.2 - How Did We Get Here? A Brief History of Higher Education
- Lecture 2.3 - Training Farmers to be Factory Workers, Shopkeepers to be Corporate Managers
- Lecture 2.4 - Attention
- Who's Your Favorite Teacher
The FutureEd team--Professor Davidson, Teaching Staff, Teaching Assistants and Community TAs-- will be available in the forums to answer your questions at certain times during the week. Please note that all of these times are in Eastern Standard Time -0500. See all available office hour forums. Here are the specific times for this week:
- Monday, February 3, 2:00 - 3:00 pm EST (-5:00 GMT) - Community TA
- Monday, February 3, 4:00 - 5:00 pm EST (-5:00 GMT) - Professor Davidson and Kaysi Holman
- Monday, February 3, 10:00 - 11:00 pm EST (-5:00 GMT) - Community TA
- Wednesday, February 5, 10:00 - 11:30 am - Teaching Assistant: Malina
- Thursday, February 6, 9:00 - 10:00 am EST (-5:00 GMT) - Teaching Assistant: Elizabeth
- Thursday, February 6, 10:00 am - 12:00 am EST (-5:00 GMT) - Community TA
- Thursday, February 6, 1:00 - 2:00 pm EST (-5:00 GMT) - Community TA
- Thursday, February 6, 3:30 - 5:00 pm EST (-5:00 GMT) - Teaching Assistant: Malina
- Friday, February 7, 12:00 am - 1:00 am EST (-5:00 GMT) - Community TA
- Friday, February 7, 9:00 - 10:30 am EST (-5:00 GMT) - Teaching Assistant: Elizabeth
Convert these times to your time zone.
Take the weekly quiz. Week 2 quiz will be available until 9:59 am EST -0500 on February 17, 2014. Note, the quiz is optional, however, if you wish to receive a Statement of Accomplishment you must receive 70% or greater across all quizzes. Refer back to the Course Policies page for more details.
I have long been a critic of high-stakes, end-of-grade ("summative") standardized testing. The research confirms that the best kind of testing happens often, as you are learning, and as a way to reinforce what you are learning. We are making every effort to take the simple quiz format in Coursera and make it as valuable a learning tool as possible. Thus, even though we ask for the best answer in the quizzes, we never give you false or wrong information. That way, everything you read in the process of finding the best answer also reinforces sound information or ideas in the learning research.
- International Timeline of Higher Education: Pick a decade and tell us what educational developments or innovations happened in your region and/or country during that time period. Here are some examples: In 1858, Keio University became Japan’s first institution of higher education. In 1862 in the U.S. the Morrill Act led to the creation of the Land Grant Universities. In 1920, women were first admitted to Oxford University (UK). Be as specific as possible, with a date, the innovation, the institution, the locale. Wherever possible, please add a url or a bibliographical citation to verify the information about the educational innovation you include. A wiki is a webpage that anyone can edit and improve for all readers. Please contribute and add to what others have already written. If you make any mistakes, it's easy to undo your changes. Please note, only one person at a time can edit a wiki, so you may see a note that someone else is currently editing the wiki. If you need help, please refer to the wiki help page, or post on the technical issues forum.
- Forum on experiments in learning: The iPod experiment was mostly about empowering students to figure out how to turn the iPod from a “music-listening device” into a two-way, interactive device with a learning function. Can you think of other experiences or instances where you have transformed a device, an object, a program, a lesson, or anything else into an interactive learning experiment or opportunity?
- Forum on learning versus education: What is the difference between learning and education? Our educational institutions are supposed to foster learning. However, sometimes they foster memorization of facts or mastery of content but are less successful at helping students learn how to learn for themselves, how to evaluate information, how to make judgments, how to shape values, or how to apply the content they have mastered to new real-world situations. How are the institutions of higher education in your country or region shaped? Do they emphasize applying education-centered content to life experiences? Do you have suggestions for how education in your area can become more of an “interactive learning experience, experiment, and opportunity”? What role should educational institutions play in the future of learning?
There will be three peer assessment exercises throughout the course. If you wish to receive a Statement of Accomplishment with Distinction you must receive 70% or greater across all quizzes and participate in all three Peer Assessment exercises. Refer back to the Course Policies page for more details.
This first Peer Assessment exercise is about unlearning. This week, ending at 9:59 am EST -0500 on February 10, 2014, you will be peer-reviewing five essays that other students have written. Your feedback will be guided by quantitative and qualitative assessment rubric. When giving feedback on peer work, remember Professor Davidson's rule: No trolls allowed in this course! Your comments should be respectful, helpful, courteous, and also remember that not everyone comes from the same background or has the same proficiency with the English language.
Created Wed 30 Oct 2013 5:58 AM PDT
Last Modified Fri 7 Feb 2014 10:29 AM PST