From a Course to a Community

The increasing distance between how we learn, work, and communicate in the world outside and how we do so in academe has many implications. One of them is that our current educational models may become less relevant and useful in preparing our students for the world/professions outside. Another one is that our students will continue to be educated on the basis of local models that fail to take advantage of ideas, people, and cultures/communities in the broader world. I will try to revisit the issues more extensively some time in the future.

In this post, I share some thoughts and reflections about the concept of “community as curriculum” as I am using it in a graduate course here in SUNY Stony Brook. I borrow the idea from David Cormier (some of you may know him as the person who gave the original MOOCs their name and continues to add truly inspiring intellectual substance to the idea of “open learning”).  You can read more about the concept from Dave’s blog here and here.

I normally design courses using an idea as the framework, to undergird the assignments and objectives. In this case, I wanted to experiment a “from x to y” approach to implementing a good idea. Let me explain why after sharing a little about the course itself.

Read full post on the class blog here

Generalizing Generations–Here We Go Again

A quick, fun post.

Since I read about a dozen books when writing a seminar paper in a popular culture course during graduate school (around 2009)—-including Dan Tapscott’s Growing Up Digital and others that categorized and generalized younger generations—-I had been itching, fretting, impatiently waiting to learn what would come after generation “Y.” I’ve had sleepless nights thinking about different possibilities.

Finally, there it is: it is called the Generation Z (the now young people born around 1995). We’ve started seeing a plethora of articles (books are coming) about this group of humans, most of the writers first generalizing up to their necks and then more or less quickly cautioning readers against generalization, most of them painting the new generation as distinct, some going uber optimistic, and others essentially focusing on how to monetize our understanding of the new human species.

Exactly what I was waiting for. Continue reading

Reverse Hacking Education

Disruption, reinvention, and even hacking have become very common themes in the discourse of higher education lately. As I sit down to write this post on the theme of hacking (for the fourth week of #clmooc, a connected learning community/course), I am thinking about how buzzwords tend to carry truckloads of irony and how often those who jump on the bandwagons of buzzwords with the most excitement don’t realize (or care about) the complexity of their words’ meanings, origins, uses, and effects. As a teacher, I am fascinated by the educational potential of irony and paradox in buzzwords, grand narratives, and over-sized belief systems. So, I often ask students to unpack the irony/paradox of overly popular words and their collocations. The intersection of the word “hack” and “education” seems so rich that I want to write an essay on it myself.

Assignment X: “Pick a word or phrase that has become unusually popular in the field of education (or another broad subject/context of your interest), study its meanings, origins, uses, etc, and write an essay in between 1000 and 2000 words.” Continue reading