Last summer we shared video interviews from the University of California at Davis describing their efforts to personalize the most impersonal of learning experiences – the large lecture introductory course. ((Disclosure: Our e-Literate TV series of video case studies and explainer videos is funded by a grant from the Bill & Melinda Gates Foundation.)) The organizing idea […]
faculty
ED and CBE: Example of higher ed “structural barrier to change” that is out of institutions’ control
There has been a great conversation going on in the comments to my recent post “Universities As Innovators That Have Difficulty Adopting Their Own Changes” on too many relevant issues to summarize (really, go read the ongoing comment thread). They mostly center on the institution and faculty reward system, yet those are not the only sources of […]
Universities As Innovators That Have Difficulty Adopting Their Own Changes
George Siemens made an excellent point in his recent blog post after his White House meeting. I’m getting exceptionally irritated with the narrative of higher education is broken and universities haven’t changed. This is one of the most inaccurate pieces of @#%$ floating around in the “disrupt and transform” learning crowd. Universities are exceptional at innovating […]
Using TAs As Key Component Of Active Learning Transformation at UC Davis
Last week I described how UC Davis is making efforts to personalize one of the most impersonal of learning experiences – large lecture introductory science courses. It is telling that the first changes that they made were not to the lecture itself but to the associated discussion sections led by teaching assistants (TAs). It is […]
UC Davis: A look inside attempts to make large lecture classes active and personal
In my recent keynote for the Online Teaching Conference, the core argument was as follows: While there will be (significant) unbundling around the edges, the bigger potential impact [of ed innovation] is how existing colleges and universities allow technology-enabled change to enter the mainstream of the academic mission. Let’s look at one example. Back in […]
ASU Is No Longer Using Khan Academy In Developmental Math Program
In these two episodes of e-Literate TV, we shared how Arizona State University (ASU) started using Khan Academy as the software platform for a redesigned developmental math course ((The terms remedial math and developmental math are interchangeable in this context.)) (MAT 110). The program was designed in Summer 2014 and ran through Fall 2014 and Spring […]
Personalized Learning Changes: Effect on instructors and coaches
Kate Bowles left an interesting comment at my previous post about an ASU episode on e-Literate TV, where I argued that there is a profound change in the instructor role. Her comment: Phil, I’m interested to know if you found anything out about the pay rates for coaches v TAs. I’m also interested in what coaches […]