People now buy songs, not albums. They read articles, not newspapers. So why not mix and match learning “modules” rather than lock into 12-week university courses?
Originally posted to HLS November 2013.
My library school experience has, I’m sad to say, handed me a bunch of lemons. There are the professors who aren’t as inspiring as I would prefer sorry, the journal articles that look like they weren’t proofread, the classes that are scheduled at times that are inconvenient for everyone. Including the instructor. And then there’s the fact that one of the classes I need for my specialization is offered only in the spring, and this spring it is offered at a time when I cannot take it for religious reasons probably NSFW, which is the biggest lemon of all. Meanwhile, I’m paying a not-insignificant amount for my education, so let’s talk about how to turn these lemons into lemonade.
READ MORE: When Library School Hands You Lemons | hls
Teaching digital literacy is about more than just integrating technology into lesson plans; it’s about using technology to understand and enhance modern communication, to locate oneself in digital space, to manage knowledge and experience in the Age of Information.
These are vague descriptions, as are most of the descriptions you’ll find of digital literacy in blog posts and journal articles online. What teachers need, more than a fancy synopsis of how digital publication affects the meaning of a text, is a practical and applicable guide to helping students think productively about the digital world.
[These are] the top do’s and don’ts we’ve come across–in research and in our own experience–when it comes to making students digitally literate. The post reviews 5 Teaching Practices That Destroy Digital Literacy (e.g. criticizing digitalk) and 15 Habits to Cultivate in Your Students (e.g. get used to multiple literacies).
Wisconsin’s public university system will start granting some degrees based on testing instead of credits, and letting you use as much of the school as you want for a flat fee. Schools around the country are watching.
Google, AT&T and a host of online education organizations are forming an alliance to develop standards for career readiness. Spearheaded by Massively Open Online Course (MOOC) provider, Udacity, the Open Education Alliance will explore standards for how to prepare and evaluate graduates. The still-forming group of technology companies will help online education providers develop courses, tests, and certifications meant to supplement the use of a college degree in the hiring process.
Editor’s note: This is a guest post by Abigail Phillips.
So, how do you, dear reader, know if you really want to get a PhD? If you are working as a public librarian or school media specialist, how do you know if academia is a good fit for you? What follows are some suggestions, tips, and advice from an ex-librarian turned academic for those thinking about entering a PhD program. Although my focus in this post is on potential doctoral students in Information Studies, this advice can be applied to any doctoral program.
Two University of Texas at Austin professors this week launched their introductory psychology class from a makeshift studio, with a goal of eventually enrolling 10,000 students at $550 a pop and bringing home millions for the school.
The professors have dubbed the class a SMOC—Synchronous Massive Online Class—and their effort falls somewhere between a MOOC, or Massive Open Online Course, a late-night television show and a real-time research experiment. The professors lecture into a camera and students watch on their computers or mobile devices, in real time.
The class, which made its debut [August 29, 2013], is emblematic of just how quickly the once-static business model of higher education is shifting as technology gives students more options and forces schools and professors to compete for their attention.
See the full story: University of Texas at Austin Online Class Aims to Earn Millions | WSJ.com.