Newcomers in the for-profit education sector, coding bootcamps and MOOCs, have a purpose in common: training people with certain technical skills, particularly those skills that meet the short-term needs of employers.
The most common form of tuition at the ever firsts for-profit schools was the “life scholarship”, that promised that students who enrolled would land a job – and if they didn’t, they could always continue their studies. Interestingly, several coding bootcamps make this promise now.
This is the story that still gets told: these sorts of classes open up opportunities for anyone to gain the skills (and perhaps the certification) that will enable upward mobility. But what kind of students benefit from the new for-profit education? We don’t really know.
Higher education, in general, fails students in three ways: It does not prepare students to succeed in life after college; the cost is significant and students often go into debt to put themselves through school; and many students drop out.
But we can shift the tide by changing how and what we teach. Stephen M. Kosslyn, Founding Dean at Minerva, offers a few solutions that they hope will make higher education more effective in the 21st century.
In short, these solutions are: Saying no to in-class lectures by making learning active; preparing students for life after college; using technology to facilitate learning; and last but not least, lowering the cost of higher education.
Dozens of schools around the U.S. are opting to ditch the traditional school structure altogether to motivate teens in new ways—and it seems to be working. One of them is the South Burlington High School's Big Picture, a program that bucks the traditional model of high-school learning.
The program is centered around the concept and execution of self-directed learning. With input from advisors, working professionals, parents, and peers, each teen creates his or her own curriculum, tailored to fit personal interests. The goal is for students to stay motivated and learn while gaining real-world experiences.
Any college or university not considering diversity in its strategic planning is missing something. And it’s not just about the student body. It is about faculty and staff and the culture in which they are asked to work.
A chief diversity officer alone cannot change an institutional culture. There needs to be buy-in campuswide, including from the college or university president and board of trustees. And it needs to come in the form of financial support as well as personal support.
Udemy has come under criticism for selling pirated courses. Last week, security specialist Troy Hunt discovered that one of his courses was available on Udemy under another author's name.
Acompany representative explained that Udemy tries to police its marketplace for pirated content, though it's a difficult task because anyone can post videos for sale on its platform. But apparently, Hunt's case isn't isolated. After Hunt's complaint, there have been similar reports of piracy.
For a generation of CEOs, Clayton Christensen’s The Innovator’s Dilemma was a guiding light on how to survive industry disruptions. But Christensen’s theories are now outdated, and there is little to be gained by arguing about the accuracy of the case studies on which they were based.
Christensen’s disruption theory is not correct. The competition no longer comes from the lower end of a market; it comes from other, completely different, industries. Disruption is no longer a narrow field that can be handled by a new division or department of a company. Companies need all hands on board — with all divisions working together.
How is your inbox looking this morning? In an effort to work smarter (not harder) in 2015, I looked at how much time I was spending on daily tasks. The most crushing report came from Outlook, where I was spending an average 11 hours each week. With these three simple tactics I was able to cut time spent in my email inbox by more than half, now averaging less than 5 hours a week on work email.
Educational Innovation Weekly Reviewis curated by Tecnológico de Monterrey's Observatory of Educational Innovation. With the highlights of the week on innovation, technology and education. If you require more information about a specific note, please email us: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2015.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
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