There exist an endless number of articles, books, blogs, and interviews on the state of higher education (HE) in America. The themes are consistent – fewer resources, fewer students, bloated administrative staff, less affordability, unsustainable student debt, poor graduation rates, unimpressive employability skills and what the heck is a MOOC and why should I care.
If “the medium is the message” as Marshall McLuhan so famously proclaimed in Understanding Media: The Extensions of Man, then what is the message of contemporary distributed learning? One can only wonder what McLuhan would say in 2014.
Time and again, institutions struggle with properly deploying a new assessment platform. Often that fault lies with the vendor who lacks the knowledge or institutional expertise to provide sound counsel on how it should be accomplished. A different approach will lead to success.
Time and again, institutions struggle with properly deploying a new assessment platform. Often that fault lies with the vendor who lacks the knowledge or institutional expertise to provide sound counsel on how it should be accomplished. Take a different approach and it will be a success:
With national student debt at a stunning $1.2 trillion and financial pressure playing a key factor in retention, colleges must take the initiative to help students maximize opportunities for financial aid. Yet many colleges have downsized their financial aid offices and automated various functions.
Higher education institutions can venerate or perpetuate hallowed traditions. Institutions have had a reputation for infrastructure conservatism. William Rees’ 2003 article “Impeding Sustainability? The Ecological Footprint of Higher Education” states “the real challenge for higher education is to help articulate an alternative life-sustaining worldview.” Today, campuses lead the transformation to sustainability, demonstrating its value nationwide.
When Duke University class of 2008 arrived on campus to start their freshman year, they had no idea they would become pioneers. Why? Because each of the incoming freshmen received a free iPod as part of a program aimed at fostering innovative uses of technology in the classroom. I led the Apple team that helped Duke experiment with creative academic uses for the devices and I was on campus when the students received their free iPods; it was memorable as the students cheered with excitement as each one was given their new mobile device.
In the past few years, many universities have begun to explore a concept frequently and successfully implemented in the corporate world, but previously rare in higher education: shared services. The term “shared services” refers to a streamlining process where administrative tasks or technology management services that regularly occurred across several departments in the organization are placed under the authority of one unit.
The practice of proctoring derives from a perceived need to prevent "academic dishonesty," but it is a costly process in which the vast majority of students are made to suffer because of a few supposed bad actors.
The need for proctoring derives from the perceived need to prevent “academic dishonesty”, aka cheating. The issues with proctoring include 1) the assumption of guilty until proven innocent (all students are potential cheaters), 2) the cost borne by the student directly or indirectly, 3) the Orwellian loss of privacy, and 4) that the vast majority of students are made to suffer because of a few perceived bad actors.