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10 novembre 2013

Moving Forward

http://www.insidehighered.com/sites/default/server_files/styles/large/public/CRW.jpgBy Lee Skallerup Bessette. I recently finished reading the new Jim Henson biography (which is excellent), and I was struck by how many projects Henson always had on the go. Once a project was finally coming together (like, finally getting The Muppet Show on the air), he was already planning, or perhaps rather, dreaming the next two or three ideas and started to divide his time and energy accordingly. It’s not that he stopped working on the previous project, but he was always thinking ahead, restless for what was coming next. It wasn’t out of ambition either, but just from a desire, he expressed, to “do good things.” Read more...
10 novembre 2013

What He Said

http://www.insidehighered.com/sites/default/server_files/styles/blog_landing/public/law.jpg?itok=7sode5LvBy Tracy Mitrano. The Swedish Foreign Minister's letter to The New York Times this week could have been written before the Snowden disclosures, but surely it is the product of them.  Spoken from a premise of Western individualism and democracy, it calls for International Internet Law in support of those principles.  His specific seven-point plan is worth repeating here:

  • First, surveillance should be based on laws, and these must be adopted in a transparent manner through a democratic process. The implementation of these laws should be reviewed periodically to ensure that the expansion of surveillance capabilities due to technological advances is properly debated. Read more...
10 novembre 2013

Math Geek Mom: Expressions of Thanks

http://www.insidehighered.com/sites/default/server_files/styles/blog_landing/public/mama_phd_blog_header.jpg?itok=C5xGPD1aBy Rosemarie Emanuele. I recall one professor from graduate school who would often say that when he told people that he taught Economics for a living, the listener often reacted by being appalled. “That was the WORST class I ever took” they would often tell him, leaving him in a position of explaining why the class was really useful and actually very cool. As a math professor, I often encounter the same reaction (and sometimes doubly so, when the person learns that I am not just a math professor but also an Economist.) I found myself thinking of this recently when I ran into a former student as I made my way across the campus. Read more...

10 novembre 2013

When Unwritten Rules Change

http://www.insidehighered.com/sites/default/server_files/styles/blog_landing/public/confessions_of_a_community_college_dean_blog_header.jpg?itok=rd4sr8khBy Matt Reed. The Boy is twelve, and growing at what seems like a rate of about an inch a week. He’s growing fast enough that despite what seems like a superhuman appetite, he’s nearly invisible from the side. He doesn’t know it yet, but I can attest from experience that you don’t get an email when your metabolism decides to change. It just happens, and you don’t realize it until some damage has been done. Read more...

9 novembre 2013

Top Three Questions Job Seekers (and Senior Academics Too) Should Ask Themselves

http://www.hastac.org/files/imagecache/Small/hastac-icon.jpgBy Cathy Davidson. TOP THREE QUESTIONS EVERYONE SHOULD ASK (AND ANSWER FOR YOURSELF) 
1.   Why am I doing this? (If you don't yet have a job, the question should be:  why do I want to do this?) 
2.  Why should someone else pay me or support me to do this thing I love?  
3.  Why is what I'm doing (or want to do) important? What do I contribute?  Why? In what way? To what goal? 
1.   Why am I doing this? (If you don't yet have a job, the question should be:  why do I want to do this?) 
It's the basic, existential question, right? Most of us don't ask it nearly enough. And for many people in the world, certainly the majority, it isn't really a question: you do what you have to in order to support yourself. But that makes the question even more urgent, for everyone, especially those fortunate enough to have choices. And that already is an important point. If you are preparing for an academic career, you are making a choice.  Why?  What motivates you? This is not a trivial question. More...

5 novembre 2013

Must Attention Be Paid?

http://chronicle.com/img/photos/biz/linguafranca-45.pngBy Ben Yagoda. For some time, I have been planning to write a Lingua Franca post on Somebody Said Something Stupid Syndrome. SSSSS (as I abbreviate it) begins when an individual writes or is recorded as saying something strikingly venal, inhumane, and/or dumb. The quote is then taken up and derided—in social media or blogs—by thousands and sometimes tens of thousands of other individuals. And then it spreads from there. More...

5 novembre 2013

Venture Capitalists Call Patent Aggregators Negative Forces for Innovation

http://chronicle.com/img/photos/biz/icons/bottom-line-header.pngBy Paul Basken. As universities increasingly consider the possible use of patent-licensing and patent-litigation agencies, a couple of new studies by law professors may help them evaluate the pros and cons. 
The studies, by Robin C. Feldman at the University of California’s Hastings College of the Law and Colleen V. Chien at Santa Clara University, both tackle the question by asking venture capitalists for their assessments of so-called patent trolls. More...

4 novembre 2013

“Public Intellectuals”: A Losing Game

http://www.universityaffairs.ca/images/BlogSpeculativeDiction.jpgBy . For some reason, in the last few months I’ve seen a number of articles and blog posts about the nature of “public intellectuals” – how to define the term, to whom it applies, and of course, the long-running series of “critiques” that discuss the failure of public intellectuals and what contributes to it. Maybe I’m just more attuned to the topic because I worked on the Public Intellectuals Project for a year. Or maybe it’s the fact that, uncomfortably, I started to hear the term being applied to me – and I had to ask myself why I wasn’t exactly happy about it. More...

31 octobre 2013

Are You Competent? Prove It.

 

http://graphics8.nytimes.com/images/misc/nytlogo152x23.gifBy Anya Kamenetz. IN 1893, Charles Eliot, president of Harvard, introduced to the National Education Association a novel concept: the credit hour. Roughly equivalent to one hour of lecture time a week for a 12- to 14-week semester, it became the basic unit of a college education, and the standard measure for transferring work between institutions. To be accredited, universities have had to base curriculums on credit hours and years of study. The seat-time system — one based on the hours spent in the classroom — is further reinforced by Title IV student aid: to receive need-based Pell grants or federal loans, students have had to carry a certain load of credits each semester. More...

30 octobre 2013

Will publishers be the good guys of the Open Education revolution?

 

 

http://t1.gstatic.com/images?q=tbn:ANd9GcSZZe22GTTQ20BJpVUZirGINg2eVVmwhjCWqUWqHsw5MRSfwe_zrhbol9kBy Pierre-Antoine Ullmo. Textbook publishers are under pressure. Open educational resources (OER) are a clear threat to their monopoly in the classroom. Our school memories are full of textbooks; the ones we struggled with, the ones we carried on our backs until physical exhaustion, the ones we wrote in, or the ones we never even opened. The ones we got “for free” from the school and we had to give back at the end of the year or the ones we paid for. Many of our teachers were almost reading aloud from our textbooks; textbooks were the driving force of our lives at school and at home. Textbooks signed by unknown authors, teachers, or school inspectors were considered as the ultimate source of knowledge; the authoritative reference. More...

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