An inspiring talk on University 2.0 by Sebastian Thrun where he shared his experience in teaching the AI course for free in last fall of 2011, and his vision of education.
He is now teaching in Udacity.
Here are post and post providing updates on Massive Courses, Udacity and the Future of Online Universities.
This leaves us with lots of questions:
1. What is the role of education institution – Higher Education Institution – University?
2. What is University 2.0?
3. What would education look like when it is free, with global learners?
4. Who would likely succeed in learning this way?
5. What pedagogy would support this way of education via media and technology?
6. What are the impacts of these changes on Higher Education?
7. What are the implications of University 2.0 on education and learning?
Learner Weblog 
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Really enjoyed his presentaton and would agree with his point about setting students up for failure when limiting them to only one attempt per assignment.
The ‘A’ student is fine to move on to next topic/concept but the ‘C’ student is missing skills and knowledge.
Rather than culling the class into those that can and those that can not, shouldn’t we, as teachers, be supporting students so they all can? This does not mean dumbing down assignments but broading assignments so students can resit or do alternate assignments that build the skills they need to be an ‘A’ student before moving on to next level of learning?
Hi Ruth,
Great point: “broading assignments so students can resit or do alternate assignments that build the skills they need to be an ‘A’ student before moving on to next level of learning.” That is also the concept of mastery learning where learners are encouraged to master their learning using various strategies – self-paced and regulated learning.
Thanks for your visit and comments.
Here are my previous posts that relate to mastery learning https://suifaijohnmak.wordpress.com/2011/12/24/change11-can-online-conversation-be-the-focus-of-a-pedagogy/ and https://suifaijohnmak.wordpress.com/2010/11/24/plenk2010-mastery-learning-and-blooms-taxonomy/
‘If intelligence is measured by the ability to climb a tree, a fish will live its whole life believing it is stupid’. Einstein (paraphrased)
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Limiting students to only one learning format is what restricts their ability to assimilate information.
Individual people learn differently by way of ‘learning styles’.
You can stand at the head of a class or lecture hall and see one person who doesn’t even look at you through the entire course of the presentation and think to yourself, “Why is this person even here, wasting her time and mine?” – when the student might well be an exclusively ‘aural’ learner.
Aural learners absorb information predominantly by ear and the more exclusively aural they are, find movements and other ‘sighted’ aspects distracting to the assimilation process and will have a tendency to look away to reduce what they perceive as a negative effect.
According to schools of thought on the subject – there are either 6 or 7 different learning styles, which can lead to a fragmented manner of looking at the subject as we are not usually solely one or the other, but have greater or lesser facility within all of them.
This is why a range of communication mediums, as in the Connectivist environment, are vital and could go further, with an option on the SIP protocol front, for example?
This is *one* of the major reasons as to why many pupils become classified as ‘slow’ learners.
Another major one is that they are simply too intelligent for a stultifying format.
Or their teacher.
Agree, that multiple modes of delivery need to be used to cater for diverse learning styles. However, the problem for students classified as ‘slow learners’ or ‘C’ level students could be the limited or limiting opportunities they have to demonstrate their knowledge and understanding or the type of scaffolding and support they receive or their motivation level. To become autonomous learners, students need broad assessments so they generate their learning while meeting specific criteria skills, processes and knowledge of the subject.
Here we have several aspects to look at.
Let’s look at motivational level.
How is it possible for a student to become motivated when the teacher isn’t.
I have known many teachers who have resigned and chased other career paths and their reason, commonly, for leaving was, ‘Because I wasn’t permitted to teach’.
The format for teachers can be every bit as stultifying as it is for students.
I fully agree that the ‘scaffolding’ and ‘supports’ are, in most cases – not all – riddled with rust.
My personal theory is that the brightest students are quite often the ones asked to sit out in the hall or sent to the Headmasters office.
These are the rebels.
Not the sheep that conform to a format that is conformist.
These are the ones that know, if even only on a subconcious level, that something is not right.
Perhaps it’s time the teachers joined them.
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