OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Profesores
Elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey
Martes 19 de agosto de 2014
Contáctanos en firstname.lastname@example.org
The Future of College? The Atlantic
A brash tech entrepreneur thinks he can reinvent higher education by stripping it down to its essence, eliminating lectures and tenure along with football games, ivy-covered buildings, and research libraries. What if he's right?
Minerva, which operates for profit, started teaching its inaugural class of 33 students this month. To seed this first class with talent, Minerva gave every admitted student a full-tuition scholarship of $10,000 a year for four years, plus free housing in San Francisco for the first year. Next year’s class is expected to have 200 to 300 students, and Minerva hopes future classes will double in size roughly every year for a few years after that.
Those future students will pay about $28,000 a year, including room and board, a $30,000 savings over the sticker price of many of the schools—the Ivies, plus other hyperselective colleges like Pomona and Williams—with which Minerva hopes to compete.
Minerva is not a MOOC provider. Its courses are not massive (they’re capped at 19 students), open (Minerva is overtly elitist and selective), or online, at least not in the same way Coursera’s are. Lectures are banned.
According to Minerva’s plan, students will attend university in a different place, so that after four years they’ll have the kind of international experience that other universities advertise but can rarely deliver. The professors can live anywhere, as long as they have an Internet connection.
Minerva’s very founding is a rare event. “We are now building an institution that has not been attempted in over 100 years, since the founding of Rice”—the last four-year liberal-arts-based research institution founded in this country. It opened in 1912 and now charges $53,966 a year.
Minerva is offering an experience that "lets you live multiple lives and learn not just your concentration but how to think."
5 Ways to Help Your Students Become Better Questioners Edutopia
The humble question is an indispensable tool: the spade that helps us dig for truth, or the flashlight that illuminates surrounding darkness. Questioning helps us learn, explore the unknown, and adapt to change.
That makes it a most precious “app” today, in a world where everything is changing and so much is unknown. And yet, we don’t seem to value questioning as much as we should.
Here are some suggestions (based on input from question-friendly teachers, schools, programs, and organizations) on how to encourage more questioning in the classroom and hopefully, beyond it.
Despite an emerging middle class and rapidly expanding economy, the education system in Peru ranks 65th out of 65 countries. Innova Schools knew they could do better. They envisioned a world-class education at an affordable price for Peru’s underserved youth, but they couldn’t do it alone.
Excited by the challenge of building a school from the ground up, IDEO designed Innova’s entire K–11 learning experience and strategy. After months of fieldwork, prototyping, and deep collaboration with the Innova team, IDEO developed the curriculum, teaching strategies, buildings, operational plans, and underlying financial model to run the network of schools. Our mantra was: affordability, scalability, excellence.
By February 2015, Innova Schools will be the largest private network of schools in Peru with 30 schools, almost 20,000 students and 1,400 teachers and growing.
The schools offer students a quality education for about $130 a month. Peru’s Ministry of Education administers a national test of second graders for math and communications in all private and public schools, and Innova’s 2013 performance was three times the national average in math and two times the national average in communication.
Canadian Post-secondary Students and Teachers Agree: On Average, One Third of School Activities Now Take Place Online CNW
Back-to-School study shows increased technology use is helping students overcome barriers imposed by large class sizes; making any room a classroom and improving collaboration
Teachers, too, are embracing mobile personal technologies in order to improve their teaching methods, including offering online audio or video recordings of lectures, communicating with students and sharing course materials online.
One concern with technology in the classroom (cited by half of the students) is the fact that technology can sometimes be distracting. However, two thirds of them feel that technology helps them overcome the barriers imposed by large class sizes and still maintain personal contact with professors and teaching assistants.
Having students complete hands-on projects isn’t new. For years, many educators have championed a constructivist, learning-by-doing approach in schools.
But now, a number of factors have converged to push this concept into the education mainstream.
Rapid advances in technology have allowed students to create much more complex projects, with less specialized knowledge, than previous generations could create.
The rise in the maker movement also coincides with a national focus on bolstering science, technology, engineering, and math (STEM) education to prepare students for the jobs of the future, which will rely heavily on innovation.
Universities Focus too Much on Measuring Activity, not Quality The Guardian
Administrators in universities used to be people who would support academics in their role. Now it feels increasingly as if the administrative machine is, not only creating more work for themselves (under the guise of quality monitoring) but also more work for people who entered academia.
About one third of my time is dedicated to reporting what I do in the other two thirds. This is, naturally, not coming out of a reasonable time allocation. There is no single person in my faculty who can afford not to work at the weekend – marking, second marking, moderating, preparing handbooks, writing reports, catching up with research.
I am afraid that this paper trail, which is based on the mentality of "evaluate everything that moves," does not prove anything. It is a simulacrum of quality measuring rather than a real encouragement of a culture of quality, originality and excellence.
Where is all this going? Research, imagination, reflection and academic freedom are giving way to a generation that tries to measure and evaluate what it cannot understand.
The Millenials Are Generation Nice The New York Times
Suddenly, as you may have noticed, millennials are everywhere. Not that this group of people born after 1980 and before 2000 — a giant cohort now estimated to number at least 80 million Americans, more than the baby boom generation — was ever invisible.
What’s changed is their status. Coddled and helicoptered, catered to by 24-hour TV cable networks, fussed over by marketers and college recruiters, dissected by psychologists, demographers and trend-spotters, the millennial generation has come fully into its own.
Why this microscopic attention paid to a generation whose oldest members are only now entering the prime of their adult lives? One answer is that millennials, the first people to come of age in the 21st century, with its dizzying rate of technological change, have been forced to invent new ways of navigating it.
Out of all the students who enroll in a MOOC, only about 5 percent complete the course and receive a certificate of accomplishment. This statistic is often cited as evidence that MOOCs are fatally flawed and offer little educational value to most students.
Yet more than 80 percent of students who fill out a post-course survey say they met their primary objective. How do we reconcile these two facts?
Focusing on the tiny fraction of students who complete a MOOC is misguided. The more important number is the 60 percent engagement rate. Students may not finish a MOOC with a certificate of accomplishment, but the courses nonetheless meet the educational goals of millions.
The Next 20 Years Are Going To Make The Last 20 Look Like We Accomplished Nothing In Tech Business Insider
The world is hitting its stride in technological advances, and futurists have been making wild-sounding bets on what we'll accomplish in the not-so-distant future.
Pau Kelly, founder of Wired magazine, believes the next 20 years in technology will be radical. So much so that he believes our technological advances will make the previous 20 years "pale" in comparison.
"We're just at the beginning of the beginning of all these kind of changes. There's a sense that all the big things have happened, but relatively speaking, nothing big has happened yet. In 20 years from now we'll look back and say, 'Well, nothing really happened in the last 20 years.'"
OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Profesores es elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey con las notas más destacadas sobre los temas de innovación, tecnología y educación. Si está interesado en obtener mayor información sobre alguna nota, favor de enviar un correo a: email@example.com. TECNOLÓGICO DE MONTERREY, 2014.
Observatorio de Innovación Educativa
Observatorio de Innovación Educativa del Tecnológico de Monterrey: Identificamos y analizamos las tendencias educativas que están moldeando el aprendizaje del futuro.
Tecnológico de Monterrey | Av Eugenio Garza Sada, Monterrey, NL