Que Universidade?

If a few star professors can lecture to millions, what happens to the rest of the faculty? Will academic standards be as rigorous? What happens to the students who don’t have enough intrinsic motivation to stay glued to their laptop hour after hour? How much communication is lost — gesture, mood, eye contact — when you are not actually in a room with a passionate teacher and students?

Bom, talvez não seja mau lerem o resto do artigo antes de entrarem em "stress", ;-)

http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html?_r=1

(via @hjarche)

Por MJMatos à(s) 04:44 PM | Ligação | Comentário(s) (0)

A revolutionary new approach to making humanities and social sciences books free

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Do i "online":

Filomena Mónica. “Sócrates foi um delinquente político"

Há que ultrapassar o título, feito à "boa" maneira dos jornais de hoje, e reflectir sobre muito do que é dito, como por exemplo:

É preciso lembrarmos que o 25 de Abril foi um golpe de Estado, uma insurreição militar. Desde o século XIX até agora, em Portugal, os regimes foram sempre mudados por insurreições militares. Ora, a liberdade conquista-se. E nós nunca a conquistámos, foi sempre alguém que nos deu a liberdade. Em 1820 deram-nos o fim do antigo regime, vindo dos reis, com uma insurreição militar; em 1910, a República veio com uma insurreição militar; em 1926 foi uma insurreição militar que mudou o regime e abriu o caminho a Salazar; e em 1974 foi também uma revolta militar. Facto é que o povo não participou. E, ao não participar, torna-se um espectador alheado. Quando recebemos a liberdade dada e não temos de a conquistar, não a tratamos como nossa. A Constituição de 1822 diz: “O rei outorga.” “Outorga” significa “dá”. Foi sempre assim.

(via @JMF1957)

Por MJMatos à(s) 11:22 AM | Ligação | Comentário(s) (2)

The (In)Direct Benefits of Blogging and Twitter for Learning and Teaching in Higher Education

Uma visão equilibrada e descomprometida, para quem está na dúvida. Mal não faz!

(via @AnaCristinaPrts)

Por MJMatos à(s) 08:37 AM | Ligação | Comentário(s) (0)

Do Público "online":

Universidades fazem ultimatos para recuperarem milhões em atraso

Por MJMatos à(s) 08:30 AM | Ligação | Comentário(s) (0)

"Three sets of principles might be used to guide the design of assessment in HE or FE"

REAP Resources - Assessment Principles: Some possible candidates

(via @adfig)

Por MJMatos à(s) 08:24 AM | Ligação | Comentário(s) (0)

In the 1980s, such a program was an institutional innovation in the sociology department at the University of Oslo, larger than anything done before. Also, the program required work within the fifth role of institutional governance, such as redesign of teaching programs and establishment of cooperation with public and private institutions outside of the university. One of the changes in the study programs was that all graduate students had to read about sociology as a profession, preparing for work as experts. Some catchwords to indicate the readings were evaluation, development of organizations, development of local communities, and democratization of organizations. After national educational reforms 10 years ago, the Department did not keep these elements in its study programs. So now we again teach sociology as if the only legitimate and interesting type of sociological work is research (and research-based teaching).

RKalleberg (2012). Sociologists as Public Intellectuals and Experts. Journal of Applied Social Science 2012 6: 43-52.

(acesso livre temporário (?) / free access - for the time being)

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Do I "online":

Ensino Superior. Conselho Geral da Universidade Técnica aprovou fusão com Clássica

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In addition to the keynote address, I also gave three workshops at EARCOS. The first was on “How We Measure,” and looked at new forms of assessment, and particularly the Finnish idea that we should be aiming for the best way for every student to attain an equal, high standard of knowledge. This flies in the face of the way most of the rest of the world judges educational success, by a relative, competitive, and extrinsic metric determined by how they do on standardized tests. And of course the punchline is that, when the OECD asked Finland (which all but abolished standardized testing in the 1980s), to take the same tests everyone else takes, the students, who had never seen such tests before, came out on top, as detailed in Pasi Sahlberg’s Finnish Lessons.

(destaque meu)

Parafraseando Fernando Peça: "E esta, "hein"?"

The Ethics and Responsibilities of the 21st Century Classroom: Part One, Cathy Davidson

(via @AnaCristinaPrts)

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"WA – What happens to state schools, which enroll a bulk of students? What should they be doing?
MH – My guess is that many of the flagship universities in states will be fine. There is a good reason to have a good research base in a regional place. Schools do many good things for students in the community. They will be OK. The next tier of state institutions … it will be a much more significant issue for them that I am worried about. My advice would be to pick a strategy and focus… don’t try to be all things to all people. Really try to carve out an important niche for yourself that will be defensible and add value in the future. I do think it will be tough. For so long, the strategy of universities has been to try to emulate Harvard by adding everything – adding lots of research and sporting facilities and great buildings and so forth. That’s not going to be a sustainable strategy going forward. For many of these institutions, online may be a powerful part of what they do. That focus will be really important. When you are going online, what is unique about you?

Ref.: Interview: Author Michael B. Horn Talks About The Future of Universities

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Do Público "online":

Professores precisam de centrar-se nos alunos, diz OCDE

Por MJMatos à(s) 01:33 PM | Ligação | Comentário(s) (0)

What I’m saying is — as I was reading it I was struck by this passage. And that sentiment is freeze-dried. Maybe no one ever defrosts it. Maybe it just sits there as an informative piece of meta-data. Maybe it doesn’t make any difference to anybody. But maybe, the fact that I picked out that passage causes it to surface in someone else’s search. Or I could see everybody that picked out that passage. Or I could do a search where I filter for everyone who cared about that passage and show me the other passages they agreed about to get the commonality of the books they read. The point is, by switching to default public, the aggregate value of that information is so much larger than anybody believed it would be in the 1990s.

HOW WE WILL READ: CLAY SHIRKY

(via @adfig)

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Our Western pedagogical tradition hardly does justice to the importance of intersubjectivity in transmitting culture. Indeed, it often clings to a preference for a degree of explicitness that seems to ignore it. So teaching is fitted into a mold in which a single, presumably omniscient teacher explicitly tells or shows presumably unknowing learners something they presumably know nothing about. Even when we tamper with this model, as with "question periods" and the like, we still remain loyal to its unspoken precepts. I believe that one of the most important gifts that a cultural psychology can give to education is a reformulation of this impoverished conception. For only a very small part of educating takes place on such a one-way street — and it is probably one of the least successful parts.

[op. cit., pp. 20-21]

JBruner (1996). The Culture of Education. Harvard University Press

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