Thursday, December 18, 2014

Open Letter to "Mapping the Future..."

Cathy Davidson's post to the students in the Mapping the Futures of Higher Ed post contains a great description of what she labels, The Big Why?, why we are doing all of this....

Key quotes, 'First, we believe higher education is crucial to a productive, happy, independent, socially responsible adult life. '

'The interactive, adaptive methods we will be using in this class are based on research directed toward promoting student success: student study groups, peer-leadership, interest-driven learning, systematic un-learning, peer-mentoring, public contribution to knowledge, and constant feedback on learning progress.  NB: These methods work for everyone, from doctoral students to economically disadvantaged middle-school students.  The best research on the efficacy of study groups for educational success was undertaken at Harvard and replicated in Chicago urban public middle and high schools.'

'Higher education needs to be revitalized and transformed for the contemporary world of cultural diversity, technological complexity, and constant change.'

More here at the Futures Initiative....

Wednesday, December 17, 2014

12 Principles of Peer-Led, Connected, Interactive Education

Cathy Davidson writes about an upcoming course entitled, 'Mapping the Futures of Higher Education,' in this post from HASTAC, and cross posted here at CUNY's Academic Commons Futures Initiatives pages.

Here are those main principles of Connected Learning:

  • Learning is teaching.  
  • Learning is research and research is learning.  
  • Learning is institutional and socially-engaged learning changes institutions. 
  • Learning together is key—in class, in study groups, online.  
  • Learning is a formative test–not a high stakes summative one
  • Learning makes a public contribution to knowledge.  
  • Learning in public requires digital and data literacies, being aware of how, why, and by whom one’s knowledge is being used.  
  • Learning is a social activity and social responsibility.
  • Learning is interest-driven–and even fun.  
  • Learning opportunities are everywhere;
  • Learning is vocational–in a good way.  
  • Learning is about access, equity, and equality. 
  • Learning is sustainable.