Posted by swaphr on September 27th, 2011
If educators want to move away from broadcast models of teaching, the obvious questions arises “how are we supposed to teach and how will students learn?”. One particularly valuable benefit of traditional design and teaching models is the creation of a central platform or cohesive view of knowledge in a particular domain. We need some degree of centering in order to gain coherence in a topic. We (mistakenly) assume that if the educator provides that coherence in the form of a course, students will acquire it. But coherence is a personal thing – it’s about how *we* connect information elements and how we use artifacts and narratives to share that coherence.
Instead of a broadcast model, then, we need a model that places coherence making into the hands of learners and into social networks.
Posted by swaphr on September 27th, 2011
Higher education faces a value crisis. Value is a fuzzy concept. In theory, I can purchase a $3 steak that isn’t a good value. Or a $20 hamburger that is a great value. Similarly, I could purchase a house for $500k that was a great value pre-2008 and is suddenly a terrible value in 2011. With physical objects, value is based on what you receive in relation to what you spend. The transaction always occurs in some context where value is a function of numerous inter-relating entities (stock market, economy, demand). Some of these contextual entities relate to input costs such as the materials needed to build a house, while others relate to intangibles such as the appeal of a particular neighbourhood. Basically, value is an outcome of a transactional process that occurs in a specific context, where the transactional agent is money or based on a barter system.
The internet has a different value scheme than what we encounter with physical products, particularly in relation to input costs. For each physical book that I purchase, I have to pay for input costs (paper, printing, shipping). These input costs don’t exist with digital content. The web is, at least partly, a huge content duplicating machine. It costs me almost nothing if you copy resources from my site. My input costs consist mainly of the time I spent producing the resource and bandwidth of the server costs of someone accessing and downloading the resource. Because duplication requires negligible tangible cost input, content that I produce can really only be valued based on intangible value. Intangible value, however, can be assigned through various means: money, speaking invitations, reputation, influence in my field, and so on.
Posted by swaphr on September 20th, 2011
The aim of Swaphr is to bring the best articles and information form around the web to help with everything to do with University and College life – from study tips, to financial information, to ways to survive your freshman year! We save you the time of scouring the internet, by bringing all the good advice to one central location.
Posted by swaphr on September 19th, 2011
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Posted by swaphr on September 14th, 2011
College texbooks are one of the most annoying parts of college. Every semester college students drop hundreds of dollars on overpriced books, that are somtimes never used. Here’s some textbook tips from collegetips.com.