New Approaches

Stanford University (@Stanford)
3/18/12 12:13 AM
The classroom reimagined: how Stanford and others are rethinking undergraduate educationbit.ly/AcBuHF
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View more presentations from Alvaro González-Alorda

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Alex Peake’s “Code Hero”: How To Scale Education The Right Way

BY DALE STEPHENSThu Feb 23, 2012

Thiel Fellow Dale Stephens explains how “Does it scale?” applies to education.

In Silicon Valley, one often hears the question, “Does it scale?”

What a technologist means by this is: How can a specific technological innovation be applied in a broad manner to affect a wide range of people? If Google only searched two websites it wouldn’t be terribly useful. But because Google scaled effectively to search the entire Internet, it became extremely engaging.

Technologists wonder the same thing about education. And projects like the Khan Academy have risen to prominence because they scale–a single video can be watched by millions of people. But while it’s wonderful to give millions of people access to knowledge, we should be careful when scaling education.

Often educational experiences don’t scale. I don’t think you can replace the learning that comes from an intimate five-person discussion about Shakespeare with watching a video from MIT, the Khan Academy, or anywhere else. I don’t care who makes the video, or how great a teacher the person is, having people to support and challenge your ideas is irreplaceable.

I become frustrated when people talk about OpenCourseWare or the Khan Academy as revolutionary. Don’t get me wrong, both are doing wonderful things for education, but they still follow the same pedagogical model as the classroom–a one-to-many model. The student is a recipient of knowledge and only passively engaged. Certainly there are steps in the right direction–the Khan Academy now offers exercises and some interaction. I am thankful that resources such as these exist, but putting knowledge onto the Internet is only the first step. A revolution is when students become active participants in learning, improving, and sharing knowledge. A revolution is when students take on the role of teachers.

My friend Alex Peake, a fellow Hackademic who skipped college entirely, has built a game called Code Hero to help you learn how to code. What I love about Code Hero is that Alex has made the player an active participant in the game. Not only do you play the game, but as you play the game, you actually help build the game.

Alex has figure out the only way to effectively scale education–by turning students into teachers. As you progress through learning you are expected to share your knowledge. When we expect people to share knowledge, we take education offline and into the real world. It’s wonderful to have knowledge available from MIT and the Khan Academy, but it’s not the same as people getting together in the real world to discuss what they have learned.

There are more projects creating real-world learning groups that I’ll share soon, but I want to mention one last thing about Code HeroThey are raising money on Kickstarter! One week ago they only had $19,000–less that one-fifth of their goal. Yesterday, they passed their goal of $100,000 and are surging ahead to $200,000. Donating just $13 gets you a free copy of the game to help you learn how to code.

If you’re interested in learning programming or computer science, I encourage you to check out Code Hero on Kickstarter and consider donating. Even if you aren’t interested in learning to code, I encourage you to check it out and watch them closely. The pedagogical model Code Hero uses–turning students into teachers–is one I think we’ll see more of in the coming months.

Dale Stephens was homeschooled and then unschooled. Now he leads UnCollege.org. Perigee/Penguin will publish his first book about hacking your education in early 2013.

[Editor’s note: Dale Stephens is one of the inaugural Thiel Fellows who stopped going to college in exchange for a place in an innovative mentoring program. Read more from Dale–and about PayPal founder Peter Thiel’s education experiment–here.]

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Transart

The Unschool Art School — 
Create Your Own Course Of Study
Apply To Transart’s MFA

Application Deadline: April 1, 2012www.transart.org
www.un-school.org
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– A contemporary learning experience without grades or pre-formatted curriculum
– Summer intensives in Berlin, the art capital of Europe
– Fall and spring residencies in New York City
– Workshops, seminars, professional development, studio and performance tours
– Develop a sustainable artistic praxis rather than being trained in certain media or genre
– Design your own course of studies
– Realize your creative projects with the support of curators, faculty and self-chosen advisors
– Low-residency format allows you to keep professional and family obligations while advancing your career
– International make up of students and faculty fosters exchange across cultural boundaries
– Alumni and faculty form an international collective with exhibition and performance opportunities
– Offsite study, critiques and advisement wherever you live and work
– Regular one on one reviews and interactions with a variety of established and up and coming curators
– Thesis exhibition and performances reviewed, critiqued and curated by established international curatorsTHE MFA CREATIVE PRACTICE is a two year low-residency program where students and faculty come together for three weeks each summer to participate in workshops, lectures, critiques, seminars, performances and exhibitions. Additionally, students will experience a week of feedback on their projects in the fall and (optionally) in the spring in New York City. In the four semesters in-between residencies, students carry out individual creative projects wherever they work and live with the support of advisors, faculty and critique groups. Details on the Transart website.TRANSART FACULTY come from a wide range of academic and artistic backgrounds as well as geographic locations. Current theoretical areas of expertise include curatorial work, cyberfeminism, African diaspora, interface technologies, digital arts, continental philosophy, media, social studies in colonialism, capitalism and tourism, word and image relationships, and contemporary Asian art history. Studio faculty include international artists working with sound, performance, dance and choreography, photography, drawing, sculpture, film and video, intervention and installation. Details and bios can be found on the website.TRANSART STUDENTS are emerging and mid-career artists and educators. Transart Institute’s residencies are a meeting place for cultural exchange. Transart students and alumni will converge for the summer residency from areas as diverse as Italy, Egypt, Pakistan, Iceland, Croatia, Ethiopia, Canada, Costa Rica, the UK and the US. For many students the time at Transart is a transformational experience. New York based artist Virgil Wong found “The community I’ve become a part of through Transart is already much more immersive than what I’ve developed in ten years of living and working as an artist in New York City”. Photographer and performer Angelika Rinnhofer found that “to work independently can pose a challenge but it also offers freedom and flexibility. Since a large number of students are accomplished artists and earn a living, Transart’s concept is ideal to work toward a degree and to expand one’s artistic career in addition to having a job.” Performer and painter Nicole Stager wrote: “This program has changed my life in profound ways. My art practice is more informed, better articulated, more open, more thoughtful, more grounded in theory.” You can learn more about the experiences other students have had at Transart.THE TRANSART COLLECTIVE is an informal, decentralized network of Transart alumni, students, and faculty. Transartists come together from all points on the globe for discussion, exchange, and independently-driven projects with others in the international Transart community. The Collective platform offers a place to connect with others in the network, allowing all to post news, announce projects, or initiate collaborations.  Recently, members of the Transart International Collective participated in Not Festival (performances, exhibits, talks, classes, jams) Brooklyn, New York, 2011; Nothing to Declare (exhibition and education projects) Manila, Philippines, 2011; Working Conversations: (presentations and discussions on artists working in public space) Vienna, Austria, 2011; and the Shelter Project (talks, performance, intervention, exhibition) Vienna, Austria. You can learn more about the Transart Collective.FINANCES are explained here. The application committee is authorized to award scholarships of up to 25% with acceptance into the MFA. Please note that Transart has no full scholarships. Assistantships will be discussed with accepted applicants. Additional financing should be available through sources in your country of residence/citizenship. Funding letters are mailed with acceptance into the program.

If you have further questions one of the faculty will be happy to discuss the program with you in detail. Please contact administrative assistant Drew Henmi for an appointment: henmi@transart.org or call +1 (347) 410 9905.

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Skillset (@SkillsetSSC)
2/13/12 11:31 AM
Build your own MA courses at @uniofglos running in April ht.ly/9226T modules in video, festivals, marketing, apps and more!

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MIT

Graduate

The Master of Science in Art, Culture and Technology is a studio program focusing on the development of artistic practices that challenge traditional genres as well as the limits of the gallery/museum context. Central to the curriculum is the potential for creating links with other programs within the MIT community.

Overview

The Program in Art, Culture and Technology (ACT) offers a Master of Science in Art, Culture and Technology (SMACT), an intensive two-year graduate program currently comprised of twelve students and six faculty.

At MIT, admission to each graduate program is coordinated by the academic department to which the graduate program belongs. The Program in Art, Culture and Technology is a discipline group within the Department of Architecture. Therefore, all applicants seeking admission to the SMACT degree program apply through the Department of Architecture admissions office. Information for applying can be found here.

Prospective students are encouraged to visit the program before applying. Please see “Visit ACT” page link at sidebar.

To speak with a professor, one should contact her or him directly using the email link found on each faculty member’s people page.

Applications are due December 15, 2011, with extended portfolios due January 5, 2012.

The Program in Art, Culture and Technology is part of the Department of Architecture, within the School of Architecture and Planning at the Massachusetts Institute of Technology.

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MIT launches online learning initiative

MITx‘ will offer courses online and make online learning tools freely available.

MIT today announced the launch of an online learning initiative internally called “MITx.” MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:

  • organize and present course material to enable students to learn at their own pace
  • feature interactivity, online laboratories and student-to-student communication
  • allow for the individual assessment of any student’s work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITx
  • operate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions.

MIT expects that this learning platform will enhance the educational experience of its on-campus students, offering them online tools that supplement and enrich their classroom and laboratory experiences. MIT also expects that MITx will eventually host a virtual community of millions of learners around the world.MIT will couple online learning with research on learningMIT’s online learning initiative is led by MIT Provost L. Rafael Reif, and its development will be coupled with an MIT-wide research initiative on online teaching and learning under his leadership.“Students worldwide are increasingly supplementing their classroom education with a variety of online tools,” Reif said. “Many members of the MIT faculty have been experimenting with integrating online tools into the campus education. We will facilitate those efforts, many of which will lead to novel learning technologies that offer the best possible online educational experience to non-residential learners. Both parts of this new initiative are extremely important to the future of high-quality, affordable, accessible education.”Offering interactive MIT courses online to learners around the world builds upon MIT’s OpenCourseWare, a free online publication of nearly all of MIT’s undergraduate and graduate course materials. Now in its 10th year, OpenCourseWare includes nearly 2,100 MIT courses and has been used by more than 100 million people.MIT President Susan Hockfield said, “MIT has long believed that anyone in the world with the motivation and ability to engage MIT coursework should have the opportunity to attain the best MIT-based educational experience that Internet technology enables. OpenCourseWare’s great success signals high demand for MIT’s course content and propels us to advance beyond making content available. MIT now aspires to develop new approaches to online teaching.”OCW will continue to share course materials from across the MIT curriculum, free of charge.MITx online learning tools to be freely available


MIT will make the MITx open learning software available free of cost, so that others — whether other universities or different educational institutions, such as K-12 school systems — can leverage the same software for their online education offerings.“Creating an open learning infrastructure will enable other communities of developers to contribute to it, thereby making it self-sustaining,” said Anant Agarwal, an MIT professor of electrical engineering and computer science and director of MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL). “An open infrastructure will facilitate research on learning technologies and also enable learning content to be easily portable to other educational platforms that will develop. In this way the infrastructure will improve continuously as it is used and adapted.” Agarwal is leading the development of the open platform.President Hockfield called this “a transformative initiative for MIT and for online learning worldwide. On our residential campus, the heart of MIT, students and faculty are already integrating on-campus and online learning, but the MITx initiative will greatly accelerate that effort. It will also bring new energy to our longstanding effort to educate millions of able learners across the United States and around the world. And in offering an open-source technological platform to other educational institutions everywhere, we hope that teachers and students the world over will together create learning opportunities that break barriers to education everywhere.”Read frequently asked questions about MITx
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Online Degrees in
Design

Benefits of Getting an Online Design Degree

Anyone with a serious creative streak or a passion for visualization and implementation can find a comfortable and challenging career in design. Whether expressed through print or fashion, a design degree will introduce the fundamentals of visual communication to prospective design students, helping them to learn new skills and hone their techniques. Having an educational background in the art field puts graduates miles ahead of others. In fact, many employers at top creative career industries, like advertising agencies and art galleries, will not hire job candidates without proper art education, which oftentimes means a Bachelor’s degree in Arts and Design, according to the Bureau of Labor Statistics. As most design is practiced on a computer anyway, learning in the online format will not deprive students of any technical challenge. In fact, the convenience of learning from home on a flexible schedule can only add to the educational experience of the student.

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Apply Online

MSc Design Management

If you are an architect or construction/property professional and are looking to advance your skills in the management of design through the latest and emerging ICT technologies then the Design Management MSc offered at The Scott Sutherland School is the course for you.

A pioneering course in the field , the MSc Design Management offers student the opportunity to gain vital skills in digital design practice and associated design and project data management.

On this page:


Overview of the MSc Design Management Course

Developing managerial and interpersonal skills necessary for the management of the design process, the course provides a vocational experience that equips you to meet the challenge of pursuing your personal objectives in the areas of Design Management, Project data Management, Consultancy and Research in the Built Environment. It is suitable for architects, construction and property professionals and other related disciplines.

Through the adoption of Building Information Modelling (BIM), integrated collaborative digital design and project data management are rapidly becoming the way forward for the Architecture, Engineering and Construction (AEC) sector. The International Council for Building (CIB) views that digital design and project data management are the way forward for the AEC sector in the years ahead. The American Institute of Architects (AIA) regards the need of architectural practices to change to new working methods and adopt Building Information Modelling (BIM) as vital for their growth.

The MSc Design Management responds to the need identified above by developing, at Masters level, the managerial, technical and interpersonal skills necessary for the management of complex design processes. The course provides a professional experience in the areas of design management, project data management, collaborative design, and consultancy and research in the Architecture Engineering and Construction sector.

It is a course which will lead and enable architects, engineers and construction and property professionals to perform at the highest level in order to deliver client expectations using the most advanced design management tools in the industry.

The course can be studied by:

• Online distance learning (ODL) over 3 years
• Online distance learning (ODL) Continuing Professional Development (CPD) with the option of building up to an appropriate award)

There are three exit routes:

Postgraduate Certificate Design Management Awarded after 4 Modules (60 credits)
Postgraduate Diploma Design Management Awarded after 7 Modules (120 credits)
MSc Design Management Awarded after 7 Modules and completion of Design Management Dissertation (180 credits)


The taught modules are as follows:

Postgraduate Certificate Design Management

  • Design Management
  • Design for Sustainable Development
  • Design Management Project 1
  • Digital Design

Postgraduate Diploma Design Management

  • Project Management 1
  • Information Management in Construction and Property
  • Design Management Project 2

MSc Design Management

  • Design Management Dissertation

The course provides a rigorous learning experience that will equip you with the skills to meet the challenges of pursuing, with professionalism, flexibility and resourcefulness, your personal objectives in the following areas:

  • Management of complex design processes from concept design through to detail design, procurement, construction, and on to post-completion maintenance and decommissioning;
  • To provide professional and leadership skills to working graduates in the key AEC sector areas mentioned above
  • To provide a postgraduate route for Architectural Technology and other graduates in response to professional body, Chartered Institute of Architectural Technologists (CIAT), needs and priorities
  • To utilise and extend the School’s established research activities in these areas


Aims of the Course

The course has been developed in close collaboration with industry and the professions to enable you to acquire and develop the knowledge and skills applicable to practice of Design Management in the Architecture, Engineering and Construction industry.

Course aims and objective include:

  • To address a growing professional / industry demand in the area of design management primarily for built environment projects
  • To provide professional and leadership skills to working graduates in the key AEC sector areas mentioned above
  • To provide a postgraduate route for Architectural Technology and other graduates in response to professional body, Chartered Institute of Architectural Technologists (CIAT), needs and priorities
  • To utilise and extend the School’s established research activities in these areas


Career Opportunities

When you graduate from the course you will be one of the most sought after and well remunerated Graduates. You would have acquired the most up to date managerial skills in an emerging and innovative specialism that puts you in a strategic position of leadership for either career advancement or a new career. Presently, a differential exists between the supply and demand for Design Managers in the UK and worldwide. Graduates can choose to work in a number of related fields including the Built Environment, Civil and Heavy Engineering as well as the oil and Gas sector. Employment prospects, nationally and internationally, are currently excellent.

The course provides a vocational experience that equips candidates to meet the challenge of pursuing, with professionalism, flexibility and resourcefulness, their personal objectives in the following areas:

  • Design Management
  • Project Data Management
  • Consultancy and Research in the Built Environment


Entry Requirements and Application Process

Applicants should have a good Honours Degree.

Consideration will also be given to students with extensive professional experience.


Course Fees

Course fees are subject to annual review and separate fees are applicable to both home and international students.

The current (2010/11) course fees are:

Full Time

UK/EU Student

Cert/Dip/MSc – £6,210 Entire course – session 2010/11
International Students

Cert/Dip/MSc – £8,276 Entire course – session 2010/11

Part Time/Distance Learning

PgCert –       £2,330 PgCert stage 2010/11
PgDiploma –    £2,330 PgDiploma stage 2010/11
Msc –          £1,550 MSc stage 2010/11

Stand alone 15 credit module – £892 Per module


Course Enquiries

Home/EU, Distance Learners or Part-Time Enquirers

If you have a course enquiry you can register interest or contact the course leader.

Please note that registering interest is not the same as applying for a course.

You may apply by using the Apply link on the left of this page.

To register your interest in the MSc Design Management, please contact:

Tahar Kouider
Course Leader

The Robert Gordon University,
The Scott Sutherland School of Architecture and Built Environment,
Garthdee Road,
Aberdeen.
AB10 7QB
Scotland UK.
Tel: +44 (0)1224 263522
Fax: +44 (0)1224 263777
Email: t.kouider@rgu.ac.uk

FULL-TIME International Enquirers

If you are an international applicant, and wish to enquire about our FULL TIME courses, please use the link below or contact the RGU International Office.

Please note that registering interest is not the same as applying for a course.

You may apply by using the Apply link on the top right of this page.

Tel: +44 (0)1224 262726
Email: international@rgu.ac.uk

http://www.inchbald.co.uk/online-courses

Online Postgraduate Diploma in Architectural Interior Design

Fees
£13,712.76 + VAT at current rate
Payable in monthly instalments
Instalments availableStart Dates
Induction: 29 – 31 August 2012Length
3 yearsCourse Director
Alan Hughes MALocation
FlexibleCourse Administrator
Liza Rees
liza.rees@inchbald.co.uk
Tel: 020 7630 9011The Online Postgraduate Diploma in Architectural Interior Design is validated and awarded by the federal University of Wales
University of Wales

The Online Postgraduate Diploma in Architectural Interior Design is a three-year modular course that is validated by the University of Wales. The Postgraduate Diploma is the taught element (Part I) of Inchbald’s Master of Arts Degree in Architectural Interior Design. In order to achieve an MA with us, students must achieve the Postgraduate Diploma and then successfully complete Part II, the dissertation.As a student enrolled on the Online Postgraduate Diploma in Architectural Interior Design, you will participate in a thorough and professional course that enables successful graduates to take their place in the professional arena. As with the in-house Postgraduate Diploma Architectural Interior Design programme, the online course is intensive and explores the practical and philosophical nature of the subject, encouraging you to build on existing skills and acquire new ones. Our personal responses to the built environment that we occupy are at the heart of our relationship and understanding of interior space. You will explore these issues in the practical interior design projects, and thus learn how to interpret a brief, develop and analyse a concept, create a design solution and present the result both visually and verbally.By employing the Survey-Analysis-Design method you will develop an assured approach to interior design allowing for an individual design response as your confidence and design opinions grow. You will investigate the theories and ideas that underpin many of our general assumptions about space and interiors, thus developing your critical faculties and enabling self and peer evaluation. Through seminars, forums and discussion groups you will present and discuss ideas and project work within your study group and to the wider faculty.

Online Postgraduate Diploma in Architectural Interior Design – course contents

The practical elements of the interior design profession are at the heart of the Online Postgraduate Diploma in Architectural Interior Design course and underpin the curriculum. Survey, design method and analysis, construction, detailing, decoration, planning, ergonomics and graphics/drawing are all covered to a professional level. The Architectural Interior Design course is structured around ten modules, each of which leads to a related interior design project. Each module provides relevant information augmented by tasks and research projects that focus on issues that will arise within the relevant project. The projects increase in complexity as your skills develop through the course.

Research Methodology runs through the modules. You will submit written work and research to standard postgraduate academic levels, and discuss possible subjects for Part II, the Masters dissertation. Built around a series of seminars and workshops, Research Methodology powers and supports the ideas that will influence your design solutions in your projects and prepare you for Part II. You will keep a Personal Development Plan in which you can discuss and theorise on those aspects of project work and interior design in general that take your imagination. This individual development is an essential part of any Inchbald course.

Studying online for the Postgraduate Diploma in Architectural Interior Design

By enrolling on the Online Postgraduate Diploma in Architectural Interior Design, you will:

  • study part-time, following an achievable but dynamic and intensive programme structure. The Online Postgraduate Diploma in Architectural Interior Design is designed around approximately 12 hours of formal learning per week. However, you should expect to spend more time than this on assignments, seminar work and projects.
  • study in your own home or base, where you are encouraged to set up a small interior design studio.
  • have full access to a bespoke course website for online study or to download and print course materials for offline study.
  • join a group of fellow students who are studying the same programme, so you can benefit from sharing, conferring and presenting your own ideas to fellow students using the online discussion forums.
  • receive a high level of individualised tutorial support. The course includes frequent assignments, which you complete and submit to your tutor for constructive comments and advice that is tailored to your development needs. In addition, you receive informal support from tutors online.
  • practise and develop your interior design and decoration skills by carrying a series of practical design projects – with the support and guidance of your tutors – for assessment.
  • at key points during the Online Postgraduate Diploma in Architectural Interior Design, attend short in-house study schools with your fellow students, first for induction at the start of the course and then for intensive skills development.

The MA in Architectural Interior Design

On successful completion of the Postgraduate Diploma in Architectural Interior Design (Part I of the MA) you may proceed to Part II – which is a thesis or dissertation – to achieve the MA Degree

Entry requirements for the Online Postgraduate Diploma in Architectural Interior Design

Entry requirements are as follows: first degree, generally at a first or upper second level which could be in a non-design subject; or with relevant experience, to be assessed by Accreditation of Prior and Experiential Learning (APEL). This allows people of all backgrounds, ages and circumstances to receive formal recognition for skills and knowledge they already possess.

We will invite all shortlisted applicants for interview and to submit a portfolio of work. We can make alternative arrangements for international students based overseas.

Portfolio requirements

These are the ways you can submit your portfolio prior to interview so we can consider your application.

  • Send us a link to your website. You can email us the link if you have your work already uploaded to a website.
  • Email us with your portfolio attached. You can email us with your portfolio attachment in the following formats – pdf, jpeg, Word or PowerPoint (no CAD files). You will need to keep the file size below 10mb. As a school we use both PC and Apple Mac.
  • Send us a disk by post. Send us a CD of your portfolio . Please note CDs cannot be returned.

What to include in your portfolio

Carefully select and edit your images to produce an exciting, creative and representative document, which informs us about your skills, interests and ambitions.

This could include:

  • a selection of your student work
  • a selection of your professional work
  • a brief, illustrated explanation of any research you have undertaken
  • examples of other creative work (e.g. images from your sketchbooks).

Note: Images can be of work in progress not just finished work.

Remember:

  • Maximum 15 – 20 images
  • Keep file sizes small – 72dpi is sufficient for most images (this is normal screen resolution)
  • 10mb is the maximum total file size
  • Format must be compatible with Microsoft systems so we can open it (remember we do not accept CAD files including AutoCAD and Vector Works).

For further information please contact the Course Administrator.

Skillset (@SkillsetSSC)
10/11/11 4:10 PM
Work in creative media? Want a flexible short course?ht.ly/5H9k2 #BYOMA
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jenn marlow (@marlowjm)
10/14/11 5:04 PM
#mobilityshifts prezi for Revamping Institutional Sites of Learningprezi.com/vifsl3fk0b50/m…

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No frills university college offers half price degrees

Students at Coventry University College will pay £4,800 or less for degree they can take while working

Students on the campus of Manchester University

The college is aimed at students concerned about taking on debts to fund their higher education. Photograph: Christopher Thomond

A “no-frills” university college offering teaching seven days a week and degrees for around half the price of traditional universities will start recruiting students next week.

Coventry University College will focus on professional courses including accounting, law and marketing, at a maximum cost of £4,800 for a full-time degree student.

It is an offshoot of Coventry University, but students at the new institution will not have access to the university’s library, IT or sporting facilities.

Instead of the traditional long summer holiday, the university college will be open 42 weeks a year. Located alongside the university in the city centre, it will offer teaching from 7am to 10pm on weekdays, and until 4pm at weekends.

The college is aimed at students concerned about taking on debts to fund their higher education, as well as helping employees combine work with gaining new skills.

The new college comes on the back of sweeping changes in higher education. From 2012, English universities will be able to raise their fees to a maximum of £9,000 and the average fee across the sector will be around £8,400.

Universities in England will also compete against each other for a quarter of the students they recruit – at present each institution has a fixed number of government-funded places for home undergraduates.

The government is introducing competition based on strength of student demand and pricing of courses which will put pressure on mid-ranking institutions to bring down fees.

Ian Dunn, a pro-vice chancellor at Coventry University, and one of the directors of the new university college, said: “The changes to higher education in 2012 mean everything needs to be re-thought. Many students will want to continue with the full university experience, the lifestyle experience, but there are increasing numbers of students who already have a part-time job, during their A-levels they’ve started work at a supermarket. This is about fitting their education around their lifestyle.”

Dunn said that students will be guaranteed 20 hours of “contact time” a week, 18 hours of tuition in a group of 25 and two hours in a group of five. The pace of study will be up to them and students will able to pay as they go between 6 week blocks of study. A degree can be completed in less than two years or spread out over a much longer period.

Courses will be offered from next week through the university admissions system UCAS. The university’s first intake will be of 1100 students, rising to 3500 over the next four years.

The “no frills” offer allows for lower costs than Coventry University, which is charging an average fee of £7,947 from next year.

“Students won’t have access to all the social side of the university,” Dunn said. “It will just be about learning and teaching.”

• This article was amended on 17 October 2011. The original stated that Coventry University College will be open 42 hours a week. This has been corrected to 42 weeks a year.

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New York Times

Ed Schools’ Pedagogical Puzzle

Michael Nagle for The New York Times

TRAINING DAYS A video camera captures Tayo Adeeko teaching her third graders, for later critique. More Photos »

By 
Published: July 21, 2011

There will be no courses at the Relay Graduate School of Education, the first standalone college of teacher preparation to open in New York State for nearly 100 years. Instead, there will be some 60 modules, each focused on a different teaching technique. There will be no campus, because it is old-think to believe a building makes a school. Instead, the graduate students will be mentored primarily at the schools where they teach. And there will be no lectures. Direct instruction, as such experiences will be called, should not take place for more than 15 or 20 minutes at a time. After that, students should discuss ideas with one another or reflect on their own.

Multimedia

Readers’ Comments

Readers shared their thoughts on this article.

If it all sounds revolutionary, it’s supposed to. In its promotional materials, Relay uses fiery terms to describe its mission, promising to train schoolteachers in a way that “explodes the traditional, course-based paradigm that has been adopted by traditional schools of education over the past century.” Norman Atkins, the founder of a network of charter schools and the president of Relay, talks about his program as being beyond ideology, a word he believes has a negative connotation.

“The messiah is not going to come in the blink of an eye,” Mr. Atkins said recently. But he hopes, he said, to help bring about a future in which teachers and schools use instructional techniques that are known to work and are held accountable for student performance, two core tenets of Relay.

Mr. Atkins’s goal of upending teacher training stems from a broader diagnosis shared by many who work in public education: that it is failing millions of American children, leaving them without the skills they need to succeed in the 21st century. Vastly improving teacher education, they believe, is critical in fixing that picture.

There are wide concerns that too many teachers are unprepared for the classroom, though they may have more educational credentials than ever before. Master’s degrees are required for permanent certification in only a few states, including New York and Kentucky. But data collected by the National Center for Education Statistics show that 52 percent of kindergarten through eighth-grade teachers have a master’s degree or higher — which often qualifies them for a pay bump. And so graduate school in education is big business. In the 2008-9 school year, the 178,564 master’s degrees in education that were awarded across the country accounted for 27 percent of all the master’s degrees awarded.

Over the years, some of the toughest critics of education schools have been educators themselves. In 1986, the Holmes Group, a collection of deans from education schools, warned that too many schools were indifferent to the importance of hands-on teacher preparation. Their curriculums were outmoded, and their standards for admission and graduation were lax. Major research universities accorded them a low priority. Twenty years later, Arthur Levine, the former dean of Teachers College at Columbia University, argued in a scathing report called “Educating School Teachers” that most of those problems still held true.

“While there are some wonderful teaching schools,” he told me recently, “there are some that place students at failing schools with failing teachers to learn how to teach. There are some in which the professors are really far behind the times. There is enough bad practice to justify getting rid of the bottom of the field.”

But even those calling for reform face a problem, Dr. Levine said: There is little research into what kind of training is most likely to produce a successful teacher, a fact that social scientists are now working to remedy through long-term study.

In the meantime, states, which set the rules for certifying educators, are taking an everything-but-the-kitchen-sink approach to reform, raising the standards for existing schools while opening the door to new kinds of organizations, from online schools to charter school networks to museums, to train their teachers.

For example, New York invited nonacademic institutions to apply for $12.5 million in grants to develop and offer “clinically rich” master’s degree programs in teacher preparation. Among the 11 winning proposals, which were announced earlier this month, are the American Museum of Natural History, which already has a doctoral program in biology, along with Fordham University, Mercy College and two campuses of the City University of New York.

These changes come as large numbers of teachers already bypass traditional education degrees, entering classrooms with temporary licenses after as little as several weeks or months of pre-service training.

Today, about 500,000 of the nation’s 3.6 million teachers have entered the field through these alternative routes, such as Teach for America, mostly to work in public schools in high-poverty areas.

Even Arne Duncan, President Obama’s secretary of education, has joined in questioning traditional teacher education, advising districts in a speech last year to rethink the practice of rewarding teachers with a raise for a master’s degree, because “there is little evidence teachers with master’s degrees improve student achievement more than other teachers.”

Education schools, particularly those that offer top-notch training, might be excused for feeling they are under attack.

“The rhetoric is enormously heated,” Dr. Levine said, speaking from his office at the Woodrow Wilson National Fellowship Foundation, where as president he helps universities restructure their teaching programs. “We have a group of education schools that are perplexed at why they are being so criticized,” he said. “We have states saying they are going to create alternate routes to becoming a teacher, and they are going to increase standards for the existing education schools.

“We are simultaneously trying to reform and replace the enterprise.”

Sharon Otterman covers New York City public education for The Times.

A version of this article appeared in print on July 24, 2011, on page ED24 of Education Life with
Seymourpowell (@Seymourpowell)
13/07/2011 13:05
Call to bring design education on to Government’s Innovation Strategy | Design Week: http://t.co/C6xodSB @seymourpowell #creativebritain

Call to bring design education on to Government’s Innovation Strategy

Wed, 13 Jul 2011 | By Angus Montgomery

Design organisations have been urged to make sure design education is addressed in the Government’s Innovation Strategy, which is due to be released later this year.

Speaking from the floor last night at the Is Creative Britain in Reverse? event, Design Council chief executive David Kester said the industry had the opportunity to lobby the Department for Business Innovation and Skills on the issue.

He said consultation on the strategy is open until September, with the strategy due to be released in November. BIS confirmed that the strategy is due for release later this year, but would not go into detail on timings.

Kester said, ‘I was in a meeting recently with [Universities and Science Minister] David Willetts where he said, “Ccan we get the teaching of design and technology at schools on to the Innovation Strategy?”. We have the opportunity and we need to put forward some very coherent arguments.’

The Is Creative Britain In Reverse? event, organised by Seymour Powell, the James Dyson Foundation and the Design and Technology Association, was held at the Institution of Mechanical Engineers in London.

The panel debate was chaired by Design Museum director Deyan Sudjic and also featured Seymour Powell co-founder Dick Powell; yachtswoman Ellen MacArthur, founder of the Ellen MacArthur Foundation; Engineering UK chief executive Paul Jackson; inventor and entrepreneur Mandy Haberman; and AKQA founder Ajaz Ahmed.

The panel debated issues on the future of design education at both school and higher-education levels. With the National Curriculum currently under review, design and technology’s future as a statutory subject is uncertain. In addition, cuts to higher education budgets are leaving design teaching at risk.

Powell says, ‘If the Government wants to have innovation in the UK then it can’t cut design education off at the knees.’

___*

iDC (@iDCtweets)
03/07/2011 12:00
Cybermohalla, School of Everything, Supercool School, Edu-Factory are examples of DIY universities http://bit.ly/mfuz6q #mobilityshifts

http://mobilityshifts.org/conference/

Conference

 MobilityShifts is grouped around three major themes:

Digital Fluencies for a Mobile World 

What are new pedagogic approaches for learning with mobile platforms? What are the limitations of the “digital literacies” paradigm and its first world/third world assumptions?

How do we promulgate digital fluency as an understanding of the particular features of global information flows in which data, attention, capital, and reputation might move both to and from individual actors and communities? 

How can mobile media platforms be used for more than the one-way delivery of  content? What are new pedagogical approaches for real-time mobile learning that  make full use of the potential of mobile phones, iPods, laptops, PDAs, smart  phones, Tablet  PCs, and netbooks in formal and informal contexts? How can global  participants use mobile media to create rich social contexts around important  learning tasks? How can such platforms be leveraged to teach digital rights and the  value of collaboration across cultures? 

How can we dispel the myth of the digital native? 

How can mobile networks reshape our experiences of space and place through interactive architecture, locative art, geo-caching games, and real-time object recognition? What opportunities for networked teaching and learning might we find in such media-rich, responsive environments? 

DIY U: Learning Without a School?

More and more people wish to get access to higher education and institutions for higher learning are not able to accommodate them. Where, what, and how people are learning changes dramatically. Mobility Shifts explores the changing locales for learning- from libraries, after school programs and museums to living rooms. it is about new learning institutions, informal peer-to-peer learning networks and the aspiration to get certification for new, self-directed types of study. The Austrian author Ivan Illich wrote that “Pupils do most of their learning without, and often despite, their teachers.” 

What can higher education learn from informal peer-networks and the Open Web? The French philosopher Jacques Rancière challenges educators to consider intellectual equality as a starting point for their teaching. What are the intellectual and emancipatory opportunities of informal peer-networks, self-education, and Do-It-Yourself Universities such as The Public School, Free Slow University of WarzawSchool of EverythingEdu-Factory, SuperCool SchoolUniversity of Openess, Universidad Experimental, Peer to Peer University, or Cybermoholla

What kind of insertions, rearrangements and revamping within existing institutional frameworks can we imagine? What are the dangers and opportunities of the Open Web in terms of for-profit education (e.g., Kaplan University)? 

Digital Learning Projects Globally 

The summit comes at an important juncture when digital learning is increasingly recognized as an important part of development worldwide. 

What is the future of learning with mobile platforms in countries including Brazil, Peru, India and China? 

What are inspiring digital learning initiatives worldwide and how they help us to solve our learning challenges? How can such approaches help us to overcome the inequitable distribution of broadband coverage and other infrastructural resources across the United States and other seemingly developed regions?

How can global digital learning projects help us to better understand and solve educational challenges in the United States?

How can we expand our definition of digital learning to include a diversity of practices that might include mobile money transfers, social networking among migrants, witness journalism and computer hacking?

Cybermohalla, for example, is an experiment, a constellation of dispersed nodes and networks of knowledge production about urban life in India.

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