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robertogreco : scriptedlearning   4

The Future is Learning, But What About Schooling? | Higher Ed Beta @insidehighered
"I am, in short, moving away from my earlier conviction that schooling is learning enacted for public purposes through public institutions, and moving toward a broader vision for learning as a social activity upon which society depends for its future development. I am increasingly aware that the weight of politics and public policy upon the institutions of schooling is making schools less and less likely to be the privileged place where learning occurs in the future.

The future of learning in society is virtually unlimited, at least for the foreseeable future. Learning is the conversion of information into knowledge; information, in the digital age has become a vast sea of ones and zeros; information becomes knowledge by passing through some medium that transforms the ones and zeros into a conceptually organized form.

In the past, we have thought of this transformation as a single authoritative portal, called schooling. The advent of digital culture means that this portal is now one among many possible places, virtual and physical, where information can become knowledge. The type of knowledge and skill required to negotiate this increasingly complex world is completely different from what schools have conventionally done, and schools are institutionally disadvantaged as players in this new world, in large part because of the well-intentioned efforts of school reformers.

While learning has largely escaped the boundaries of institutionalized schooling, educational reformers have for the past thirty years or so deliberately and systematically engaged in public policy choices that make schools less and less capable of responding to the movement of learning into society at large.

Standards and expectations have become more and more literal and highly prescriptive in an age where human beings will be exercising more and more choice over what and how they will learn.

Testing and assessment practices have become more and more conventional and narrow as the range of competencies required to negotiate digital culture has become more complex and highly variegated.

Teacher preparation, hiring, induction, and evaluation practices have become more and more rigid and hierarchical in an age where the teaching function is migrating out into a more individualized and tailored set of learning environments.

We are continuing to invest massively in hard-boundary physical structures in an age where learning is moving into mobile, flexible, and networked relationships. In other words, it would be hard to imagine an institutional structure for learning that is less suited for the future than the heavily institutionalized, hierarchical world that education reformers have constructed."

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richardelmore  2015  education  learning  howweteach  unschooling  dechooling  schooliness  edreform  netwrokedlearning  policy  standards  standardization  expectations  evaluation  hierarchy  schooling  decentralization  obsolescence  irrelevance  bureaucracy  knowledge  information  schoolreform  institutions  institutionalization  publicschools  society  scriptedlearning  testing  assessment  hiring  flexibility  mobility  experience  leadership  politics 
february 2015 by robertogreco
Yeah, We're Really Screwing This Up | Just Visiting @insidehighered
"It’s not coincidental that the sorts of places that allow students to make mistakes in the name of exploration, Harvard, Yale, Stanford, et al, will not be putting these algorithms to use because the university as paternalistic surveillance state isn’t consistent with genuine student welfare.

Freedom’s just another word for something that’s too expensive for anyone other than the wealthy to possess.

The chief beneficiaries of the surveillance state university will be the corporations (some of which will be housed inside the universities) that stand to make billions selling these tech-based “solutions[5]” to problems we’ve created because we refuse to see education as a collective endeavor, because we refuse to see education as a public good.

To my eye, Blumenstyk describes a dystopia. That she seems to be urging us to move towards it makes me wonder if I’m inside a nightmare.

A significant portion of my students fear failure even when there are no stakes. I can’t imagine what happens when they receive their daily or hourly or even real-time alerts on their academic progress sent to their biofeedback sensors[6].

Will I have students jolting awake in class when those sensors detect a slowing of respiration and pulse?

Paging Professor Pavlov.

Maybe I too can be assessed using the data. We shall conduct class inside giant MRI machines that measure our brain activity. The brighter the lights on the scan, the better the instructor.

RateMyProfessor better get on this, lest they be left behind.

I have a different idea to the current crisis: Let’s lower the stakes.

Let’s make education affordable.

Let’s have a society where decent-paying jobs are available to people without four-year degrees.

Let’s pay all faculty a wage that allows them to do the kind of work that makes a difference in students’ lives.

I will never understand why we subject students to treatment we would never accept for ourselves.
And yet, here we are."

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2014  johnwarner  via:audreywatters  surveillance  highered  highereducation  freedom  inequality  control  quantification  highstakes  education  learning  howweteach  howwelearn  scriptedlearning  affordability  society  bigdata  goldieblumenstyk 
december 2014 by robertogreco
Half an Hour: The Robot Teachers
"There is an ongoing and incessant campaign afoot to privatize education. In the United States, education is almost the last bastion of public expenditure. In Canada, both health care and education face the forces of privatization and commercialization.

The results are wholly predictable. In all cases, the result will be a system that favours a small moneyed elite and leaves the rest of the population struggling to obtain whatever health and education they can obtain with their meagre holdings. As more wealth accumulates in the hands of the corporations and the wealthy, the worse health and education outcomes become for the less well-off in society.

(Indeed, from my perspective, one of the greatest scams perpetrated by the wealthy about the education system is that it has a liberal bias. …)"

But here's where the challenge arises for the education and university system: it was designed to support income inequality and designed to favour the wealthy."
via:tealtan  economics  policy  politics  schooling  oligarchy  wealth  wealthy  sorting  tonybates  liberalbias  criticalthinking  higherorderskills  texas  california  corporations  corporatism  bias  corruption  influence  wealthdistribution  poverty  inequity  disparity  capitalism  adaptivelearningsystems  mitx  udemy  coursera  learninganalytics  programmedlearning  universalhealthcare  healthcare  deschooling  publiceducation  onlinelearning  canon  cv  technology  scriptedlearning  robotteachers  democracy  highereducation  highered  moocs  pedagogy  hierarchies  hierarchy  inequality  schools  education  privatization  privilege  us  canad  2012  stephendownes  mooc 
september 2012 by robertogreco
The Service of Democratic Education | The Nation [One of the best essays/talks on education this year]
"Then, as now, the creation of truly professional educators was subversive business. As scientific managers were looking to make schools “efficient” in the early 20th century—to manage schools w/ more tightly prescribed curriculum, more teacher-proof texts, more extensive testing, & more rules & regulations—they consciously sought to hire less well-educated teachers who would work for low wages & would go along w/ the new regime of prescribed lessons & pacing schedules without protest. In a book widely used for teacher training at that time, the need for "unquestioned obedience" was stressed as the "first rule of efficient service" for teachers."

"Education must measure its efficiency not in terms of so many promotions per dollar of expenditure, nor even in terms of so many student-hours per dollar of salary; it must measure its efficiency in terms of increased humanism, increased power to do, increased capacity to appreciate." —quote from The American Teacher, 1912
lindadarling-hammond  2011  education  progressive  teacherscollege  columbia  history  learning  tcsnmy  toshare  democratic  democracy  lcproject  reform  change  subversion  1912  mlk  courage  ethics  conscience  professionalism  ranking  testing  standardizedtesting  scriptedlearning  scriptedteaching  martinlutherkingjr 
may 2011 by robertogreco

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