Higher Education Webinars
GenX Women in Higher Ed, Writing from Across the Globe
May 2, 2012 - 9:20pm
Since it started last fall, I’ve heard the 36-week experimental #change11 course referred to – half tongue-in-cheek – as “the Mother of All MOOCs.” Back when the course started in September, it seemed like a reasonable description. #change11 was designed and run by Massive Open Online Course pioneers George Siemens, Stephen Downes, and Dave Cormier, and had 36 separate facilitators lined up to cover everything from soup to nuts in the grand scheme of instructional technologies and 21st century learning.
Massive Open Online Courses: How “The Social” Alters the Relationship Between Learners and Facilitators
April 30, 2012 - 9:50pm
We're getting close to the tail end of the 36-week-long experiment called #change11, or “the mother of all MOOCs.”
April 29, 2012 - 8:01am
What’s New at UVenus:
April 26, 2012 - 11:00pm
Young women scientists leave academia in far greater numbers than men for three reasons. During their time as Ph.D. candidates, large numbers of women conclude that (i) the characteristics of academic careers are unappealing, (ii) the impediments they will encounter are disproportionate, and (iii) the sacrifices they will have to make are great.
April 24, 2012 - 9:37pm
Why does she have to hit my keys so hard and so fast? It’s as if her brain is running to break the Olympic record in Academic Writing, or as if she would forget her next thought if she waited one more second to write the last one (to be honest from the way she looks so blankly at my screen from time to time, I sometimes think this is the case; she forgets what she’s going to write because obviously her brain is faster than her fingers).
April 22, 2012 - 9:03pm
During the ritual of Strategic Planning that my University holds every time a new President is put in place, a new “goal” was announced: we were going to become a research University. Accordingly, a flurry of new programs were created to support publication-driven research projects, particularly targeting ISI-listed journals and reputable publication houses abroad.
April 19, 2012 - 8:31pm
Over the past few weeks, I’ve been avoiding the inter library loans sections of my university’s library. Guiltily, I’ve been clicking ‘delete’ on the several emails they’ve sent me to remind me to return about twenty books borrowed from other South African libraries.
April 17, 2012 - 8:31pm
I have suddenly realized that my children will have a fundamentally different childhood experience than the ones my husband and I had growing up. Before you say, duh, realize that I’m not talking about social media and texting and cell phones and Khan Academy (not to mention that we’re living in a different country). I am talking about my children growing up in a small, rural town, versus the big-city childhood my husband and I both had.
April 15, 2012 - 8:18pm
Recently, there’s been considerable interest in how academics can evaluate the impact of social media outputs. A recent article, titled “Who Gives A Tweet? Evaluating Microblog Content Value” [PDF] and signed by Paul André, Michael S. Bernstein and Kurt Luther, shares the results of a study which involved the creation of an online tool, titled “Who Gives ATweet?” (WGAT).
April 12, 2012 - 8:55pm
Recently, I had a conversation around the lunch table with several of my colleagues. The discussion turned to the requirement to take pedagogical courses, now part of the criteria for getting an academic job at my university. Were these courses useful or just necessary? Do they teach something relevant for improving one’s teaching? As good scientists, we stopped discussing the courses and focused thereon on the definition of “teaching” or, more specifically, on what “good teaching” should stand for. Of the many things we discussed during that lunch, the idea of the outdated lecture stayed with me, I decided to dedicate this post to a critique of this method of teaching.
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