Upcoming Conference in Costa Mesa

A basic skills conference is coming to Costa Mesa October 3rd-5th, 2012. If you teach at Antelope Valley College and are interested in going, contact Santi at stafarella@avc.edu.

What's College For?

At the Daily Beast, Megan McArdle sees college as the American middle class’s last desperate bet for economic security in the fast-shifting global economy:

If employers have mostly been using college degrees to weed out the inept and the unmotivated, then getting more people into college simply means more competition for a limited number of well-paying jobs. And in the current environment, that means a lot of people borrowing money for jobs they won’t get.

But we keep buying because after two decades prudent Americans who want a little financial security don’t have much left. Lifetime employment, and the pensions that went with it, have now joined outhouses, hitching posts, and rotary-dial telephones as something that wide-eyed children may hear about from their grandparents but will never see for themselves. The fabulous stock-market returns that promised an alternative form of protection proved even less durable. At least we have the house, weary Americans told each other, and the luckier ones still do, as they are reminded every time their shaking hand writes out another check for a mortgage that’s worth more than the home that secures it. What’s left is … investing in ourselves. Even if we’re not such a good bet. [...]

In Academically Adrift, their recent study of undergraduate learning, Richard Arum and Josipa Roksa find that at least a third of students gain no measurable skills during their four years in college. For the remainder who do, the gains are usually minimal. For many students, college is less about providing an education than a credential—a certificate testifying that they are smart enough to get into college, conformist enough to go, and compliant enough to stay there for four years.

When I read McArdle’s reflections above, I can’t help but think of the Confucian guilds of China 500 years ago, by which rigorous exams were used, not to locate talent for economic growth, but to identify in a tight job market the smartest and most obedient managers for perpetuating a stagnant system.

Are we boxed in as 21st century educators? Can the purpose of college be different than this? How might we think of what we do as a nonzero sum game?

My vote: think of ways for teaching and promoting entrepreneurship, expanding the economic pie. If many students can't readily win good jobs, perhaps in college they can still pick up the basic skills for making their own jobs--for starting small businesses.

Do You Know What a MOOC Is?

A MOOC is a massively open online course, and it certainly puts on display the Internet’s power for good [New York Times]:

Harvard and the Massachusetts Institute of Technology on Wednesday announced a new nonprofit partnership, known as edX, to offer free online courses from both universities. [...]

Harvard and M.I.T. [...] are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, Coursera, with $16 million in venture capital.

Meanwhile, Sebastian Thrun, the Stanford professor who made headlines last fall when 160,000 students signed up for his Artificial Intelligence course, has attracted more than 200,000 students to the six courses offered at his new company, Udacity.

If you’re in the field of education, these new ventures ought to be a wake-up call, for they open up, not just new fields of possibility, but redundancies:

“Projects like this can impact lives around the world, for the next billion students from China and India,” said George Siemens, a MOOC pioneer who teaches at Athabasca University, a publicly supported online Canadian university. “But if I were president of a mid-tier university, I would be looking over my shoulder very nervously right now, because if a leading university offers a free circuits course, it becomes a real question whether other universities need to develop a circuits course.”

The edX project will include not only engineering courses, in which computer grading is relatively simple, but also humanities courses, in which essays might be graded through crowd-sourcing, or assessed with natural-language software. Coursera will also offer free humanities courses in which grading will be done by peers.

The next billion students? Natural-language software and crowd-sourced essay grading? This is a brave new world, indeed.

And these ventures aren’t just seeking to deliver lectures (a video camara on a tripod in the back of a classroom). Apparently, these classes are going to be increasingly engaging:

The technology for online education, with video lesson segments, embedded quizzes, immediate feedback and student-paced learning, is evolving so quickly that those in the new ventures say the offerings are still experimental.

“My guess is that what we end up doing five years from now will look very different from what we do now,” said Provost Alan M. Garber of Harvard, who will be in charge of the university’s involvement. [...]

“Online education is here to stay, and it’s only going to get better,” said Lawrence S. Bacow, a past president of Tufts who is a member of the Harvard Corporation. Dr. Bacow, co-author of a new report on online learning, said it remained unclear how traditional universities would integrate the new technologies.

Well, traditional colleges and universities better get clear on this pronto. The ground is shifting underneath their feet even as they're looking dreamily into the sky.

Here's an image of a firework at the Antelope Valley Fair this past month.