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Does It Matter Where You Go to College? - The Atlantic
"Research suggests that elite colleges don’t really help rich white guys. But they can have a big effect if you’re not rich, not white, or not a guy."

"These findings send three different messages to three different parties.

First, to high-strung affluent parents, well-compensated counselors, and other members of the elite-admissions industrial complex: Just relax, okay? You are inflicting on American teenagers a ludicrous amount of pointless anxiety. Even if you subscribe to the dubious idea that young people ought to maximize for vocational prestige and income, the research suggests that elite colleges are not critical to achieving those ends. In the aggregate, individual characteristics swamp institutional characteristics. It’s more important to be hardworking and curious than to receive a certain thick envelope.

Second, to academics researching the benefits of college: Keep working. The robust debate over the benefits of attending an elite college lives concentrically within a larger conversation about whether college is worth it in the first place. It’s critical—to not only the country’s economic future, but hundreds of millions of individual Americans’ futures—that we learn more about how and why college matters, so that it can help the right people.

Third, to admissions officers of elite colleges: Do better. America’s most selective colleges can, it seems, change the lives of minorities and low-income students. But they’re still bastions of privilege. They enroll more students from the top 1 percent of the income scale than the entire bottom 60 percent. In this way, elite institutions are like factories of social mobility being used as storage facilities for privilege; they have the potential to use their space to manufacture opportunity at scale, but mostly they clear out real estate for the already rich, who are going to be fine, anyway. In America today, high-income parents are desperate to find the right colleges for their kids. It should be the opposite: The highest-income colleges should be desperate to find the right kids for their seats."
derekthompson  colleges  universities  data  education  highered  highereducation  admissions  addedvalue  anxiety  parenting  competition  inequality  academia 
december 2018 by robertogreco
moving forward on #futureEd | digital digs
"Let me restart from a different point. Irregardless of technology, what is it that we want higher education (or whatever might replace it) to do?

• support one’s study of a professional area
• certify one’s preparedness to enter into a field
• develop communication skills (written, digital, oral) to be able to participate in professional (and civic/public?) discourse communities
• develop research skills, critical thinking, and creative problem solving
• learn to do all this work independently, collaboratively, online, FTF, in a global/diverse context
• an interdisciplinary understanding of the world so that we are not mono-dimensional.

Do we also want to say that higher education should not only be about contributing to one’s personal long-term earnings potential but also about enhancing one’s ability to contribute to the common/social good? Then we also have to consider whether we are taking the students as we find them or if, in our vision of the future, we are offloading a lot of current problems onto K-12 education. That is, is our vision one that begins by saying “If K-12 did x,y,z then higher ed would do a,b,c.” I agree that K-12 education could be better and that we should try to make it better. However, I am not going to plan a future for higher ed that hinges on K-12 doing things it’s never been able to do.

Now we could get rid of all the trappings of modern education. We could make learning more project/activity-based, more student-centered, and more collaborative, but we will still need experts to teach and mentor students and a larger support system. We could shift more of these activities into online environments, but we will still need some FTF because students benefit from it and because that is still how the professional world works. In fact we see less telecommuting now than we did a few years ago."

"The problem is that the digital “solution” isn’t any better. It’s also an info-dump (plus let the students talk to each other in forums and figure the stuff out). The standard info-dump pedagogy is based on the same fantasy that imagines plugging something into  your head and learning kung-fu in 30 seconds. There’s no doubt that the info-dump pedagogy can give you a bunch of disconnected pieces of information that you can hold in your mind until the end of the semester. And if you don’t do the info-dump approach then students probably won’t do as well on a test that is designed to see how much you retained from the info-dump.

So what if we established different goals for education. What if a successful education was measured by the work students were able to accomplish, the skills they developed, and the activities they were able to undertake than by the information that they were able to retain? Maybe our pedagogies would be different. And maybe MOOCs would make less sense as an alternative. That doesn’t mean that social media and other digital technologies wouldn’t play an important role in learning. In fact I imagine they will. It just means that watching some videos, reading some material, and then taking a test on it wouldn’t seem like learning to us regardless of whether those things happened online or in a lecture hall."
moocs  education  learning  purpose  alexreid  2014  addedvalue  technology  highereducation  highered  digital  technosolutionism  mooc 
february 2014 by robertogreco
Hello Etsy Berlin - Douglas Rushkoff on Etsy - Livestream
"Everybody thinks that because they can blog, they should blog."

"Why do I want to scale? The only reason to scale is to get out of the business I'm in."

"What would you rather do? Would you rather do something or would you rather manage people who are doing that thing?"

"perverse corporate capitalism of the 1990's, the Jack Welch, General Electric, Harvard Business School model, which is get out of any productive industry and become more and more like a bank"

"What Jack Welch realized is that Marx was right…whoever is creating the actual value through their labor is the slave"

"what you want to do is get as far away from those guys as possible and get as close to the bank funding that activity as possible."
douglasrushkoff  economics  p2p  work  labor  2011  etsy  currency  slavery  jobs  corporatism  history  banking  finance  digital  exchange  internet  peertopeer  capitalism  karlmarx  meansofexchange  hierarchy  localcurrency  biases  doing  making  facebook  social  advertising  jackwelch  ge  generalelectric  sharing  scale  scaling  growth  business  entrepreneurship  self-employment  creativity  management  middlemanagement  middlemen  addedvalue  localcurrencies 
september 2011 by robertogreco

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