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
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.
At Asbury, we have been having strong, deep discussions this year among our faculty as we have been evaluating our expectations for our liberal arts core curriculum–the “major that everybody majors in” at schools such as ours.
As such, I’ve been attuned to how many articles and editorial pieces have been published this year related to this very subject. In this week’s The New Yorker, Louis Menand lays out some of the major issues in this discussion in a very readable essay. It’s titled “Live and Learn: Why We Have College.” Check it out.