PART 2: FUTURE
Week 6: How to Make Institutional Change
Begins 10:00 am EST -0500 on March 3, 2014
Ends 9:59 am EDT -0400 on March 10, 2014
Peer Assessment 3, Part 2, will be available until 9:59 am EDT -0400 on March 10, 2014
Week 6 quiz will be available until 9:59 am EDT -0400 on March 17, 2014
Materials will be available until September 1, 2014
This week, we will discuss the different ways of making not just personal learning innovations but actual institutional changes. 9) Make Alliances with Other Change Makers. We will offer models and examples of changes that can and are happening in the Wiki we have put on the Coursera site and also on the wiki on hastac.org. The reason is that it is easier to make change--to convince those around you that change is possible and desirable--if we have models of successful change and partners to help us enact our particular innovations. Internationally, it is often useful to understand what works in one cultural context and to think about how that might work in our own. Finally, it is simply less lonely to enact change in collaboration with other successful, forward-looking change makers. 10) Reinvest in Public Education. We’ll discuss the devastating effects of the thirty-year downward trend in U.S. public funding for education and offers international perspective on what is happening elsewhere. In the U.S. higher education used to be the accepted route to the middle class. Now, recent research shows that higher education preserves and even exacerbates income inequality. This is a tragedy. BONUS: Just Do It! We end with a model of successful, bouyant, optimistic change. This is an inspiring interview with Dennis Quaintance, CEO of Proximity Hotel, Greensboro, North Carolina, who crowdsourced, along with eighty other workers, the ideas, methods, research, and methods that led to the building of the U.S.'s first Platinum LEED (sustainable) hotel. They learned from others, both locally and around the world. They experimented. They committed themselves to built a sustainable hotel and were tireless in achieving that goal. They succeeded. The moral of this story is part of the activist agenda of this course: If eighty people in North Carolina could accomplish this, why isn't everyone else? “It wasn't even that hard.”
- Davidson, Cathy N. and David Theo Goldberg. “Chapter 5: Institutions as Mobilizing Networks.” The Future of Thinking: Learning Institutions in a Digital Age. MIT Press. 2009. Available online or in print.
- Morgan, Patrick Thomas. “Practicing Web Wisdom: Mindfully Incorporating Digital Literacies into the Classroom”. Field Notes to 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning . 2013. Available in print or on HASTAC . Annotate it on RapGenius!
The video lectures for this week consist of the following:
- Lecture 6.1 - Intro to Institutional Change
- Lecture 6.2 - 9) Make Alliances with Other Change Makers (Institutions)
- Lecture 6.3 - 10) Reinvest in Public Education (Institutions)
- Lecture 6.4 - Bonus: Just Do It! Interview with Dennis Quaintence
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, March 3, 10:00 am - 12:00 pm EST (-5:00 GMT) - Community TA
- Monday, March 3, 4:00 - 5:00 pm EST (-5:00 GMT) - Professor Davidson and Kaysi Holman
- Monday, March 3, 7:00 - 8:00 pm EST (-5:00 GMT) - Community TA
- Wednesday, March 6, 10:00 - 11:30 am EST (-5:00 GMT) - Teaching Assistant: Malina
- Wednesday, March 6, 7:00 - 8:00 pm EST (-5:00 GMT) - Community TA
- Thursday, March 7, 3:30 - 5:00 pm EST (-5:00 GMT) - Teaching Assistant: Malina
Convert these times to your time zone.
Take the weekly quiz. 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.
- Designing Higher Education from Scratch: If you would like to develop your own model for higher education, similar to the ones proposed by the students in Professor Davidson's face-to-face course, post your draft on RapGenius, and post a link to it in the forums so that other students will be able to view and annotate your draft.When commenting on each others' proposals, remember Professor Davidson's rule: No sympathy for trolls. 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.
- Create a powerful video: Any time between now and the end of the course (9:59 am EDT -0400 on March 10), make a powerful two-minute video about a learning innovation or institutional change, post the video on Youtube or Vimeo, and post a link to your video into the forums. PLEASE READ BEFORE MAKING VIDEOS: Digital literacy is also about privacy, intellectual property, identity, permission, translation. Do you have permission to use images, data, graphs, and music? No video can be posted unless you have secured permission; a downloadable permission form is available. If your video is not in English, how will you translate for our English-language-based community?
- Forum topic on making diversity our operating system: How can learning and education be “accurate”? And how can the international representation in our Coursera course add new dimensions to diversity and difference? Does it make a difference to have participants who come from different cultures, countries, and traditions, with different disciplinary backgrounds, and of all different ages? How does the international participation change this course and our sense of the history and the future of higher education?
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 third and final Peer Assessment exercise is about Designing Higher Education from Scratch. Last week, you wrote a 500-1000 word essay about how you would design an institution of higher education.
This week, ending at 9:59 am EDT -0400 on March 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 6:01 AM PDT
Last Modified Fri 7 Mar 2014 1:02 PM PST