I’ve spent the last few days doing what I imagine a lot of people have been doing: thinking about the verdict in the George Zimmerman trial. I didn’t automatically expect a particular verdict; ever since Rodney King, O.J. Simpson, William Kennedy Smith, Casey Anthony . . . (the list goes on), I’ve realized that sitting on a jury and following the parameters established by legal definitions is a very different task than reading news accounts and following gut instincts. Continue reading “My response to Andrew Rosenthal’s commentary: “With Zimmerman, the Scandal is What’s Legal”–New York Times”
Still not sure what I think about Edward Snowden. First, he blows everything we say about needing a college degree to get a good job–he didn’t even finish high school and yet landed a position that gave him access to highly classified information. Second, I’m not sure whether to see him as a whistleblowing hero or a traitor. Ever since 9/11, we seem to be saying that we’re willing to trade some personal freedoms for greater national security, and yet when we see what that looks like in real life, we understandably don’t like it. I thought David Brooks wrote an insightful column on Snowden a few days ago in The New York Times: The Solitary Leaker – NYTimes.com.
Here’s a link to an interesting article from The Chronicle of Higher Education about using MOOCs as part of a traditional face-to-face class. It is a good follow-up to my last post.
I read an interesting piece recently in The New York Times by A.J. Jacobs, a writer for Esquire magazine. It’s on the Time’s website under the title, Grading the MOOC University. Jacobs describes his experience taking several open online courses from such providers as Coursera, Udacity, and Edx.
I found the following excerpt intriguing: Continue reading “Grading the MOOC University – NYTimes.com”
I guess my senators don’t read The Washington Post.
Easy reading is damn hard writing.
I just read this piece by John Markoff of The New York Times and found it intriguing. Apparently, we’re still trying to figure out a way of automating the learning process. Apart from the fact that students are figuring out ways to do end runs around the artificial intelligence essay grading software, does a computer tell students when they have hit on idea worth exploring further?
I have been woefully behind in posting to my blog. A lot of my time in the last year has been spent reading about the present state of liberal arts education, as well as working on a task force to reform our general education curriculum–which has been exciting to do. As such, my ears perk up when I come across articles related to this subject. There have been a lot I cold have posted in the last year, and maybe I’ll dig some of them up, but a friend just alerted me to the following piece from The Atlantic Monthly. It’s a provocative piece that runs counter to some of the other headlines we’ve been seeing lately: Liberal Arts Majors Didn’t Kill the Economy – The Atlantic.
The WordPress.com stats helper monkeys prepared a 2012 annual report for this blog.
Here’s an excerpt:
The new Boeing 787 Dreamliner can carry about 250 passengers. This blog was viewed about 1,300 times in 2012. If it were a Dreamliner, it would take about 5 trips to carry that many people (hopefully, without catching on fire).