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Peter Boghossian, an assistant professor of philosophy at Portland State University in Oregon, led a trio of scholars last year who submitted to leading publications what they called "intentionally broken" papers on gender, race and sexuality. Several of those absurd pieces were published. Portland State University has now started disciplinary proceedings against Boghossian. From a report: The Oregon university's institutional review board concluded that Boghossian's participation in the elaborate hoax had violated Portland State's ethical guidelines, according to documents Boghossian posted online. The university is considering a further charge that he had falsified data, the documents indicate. Last month Portland State's vice president for research and graduate studies, Mark R. McLellan, ordered Boghossian to undergo training on human-subjects research as a condition for getting further studies approved. In addition, McLellan said he had referred the matter to the president and provost because Boghossian's behavior "raises ethical issues of concern."

Megan Zahneis, writing for The Chronicle of Higher Education: Academics have traditionally distrusted Wikipedia, citing the inaccuracies that arise from its communally edited design and lamenting students' tendency to sometimes plagiarize assignments from it. Now, LiAnna Davis, director of programs for Wikipedia's higher-education-focused nonprofit arm Wiki Education, said, higher education and Wikipedia don't seem like such strange bedfellows. At conferences these days, "everyone's like, 'Oh, Wikipedia, of course you guys are here.'"

"I think it's a recognition that Wikipedia is embedded within the fabric of learning now," she said. One initiative Davis oversees at Wiki Education aims to forge stronger bonds between Wikipedia and higher education. The Visiting Scholars program, which began in 2015, pairs academics at colleges with experienced Wikipedia editors. Institutions provide the editors with access to academic journals, research databases, and digital collections, which the editors use to write and expand Wikipedia articles on topics of mutual interest. A dozen institutions, including Rutgers University, Brown University, and the University of Pittsburgh, are participating.

mi shares a report from The Chronicle of Higher Education: Drew Cloud is everywhere. The self-described journalist who specializes in student-loan debt has been quoted in major news outlets, including The Washington Post, The Boston Globe, and CNBC, and is a fixture in the smaller, specialized blogosphere of student debt. But he's a fiction, and "his" site -- an invention of a student-loan refinancing company.

"Drew Cloud is a pseudonym that a diverse group of authors at Student Loan Report, LLC use to share experiences and information related to the challenges college students face with funding their education," wrote Nate Matherson, CEO of LendEDU (the company that owns Cloud's website, The Student Loan Report). Before that admission, however, Cloud had corresponded at length with many journalists, pitching them stories and offering email interviews, many of which were published. When The Chronicle attempted to contact him through the address last week, Cloud said he was traveling and had limited access to his account. He didn't respond to additional inquiries. And on Monday, as The Chronicle continued to seek comment, Cloud suddenly evaporated. His once-prominent placement on The Student Loan Report had been removed. His bylines were replaced with "SLR Editor." Matherson confirmed on Tuesday that Cloud was an invention. Pressed on whether he regretted deceiving news organizations with a fake source, Matherson said Cloud "was created as a way to connect with our readers (ex. people struggling to repay student debt) and give us the technical ability to post content to the Wordpress website."

An anonymous reader quotes the Chronicle of Higher Education: A majority of Republicans and right-leaning independents think higher education has a negative effect on the country, according to a new study released by the Pew Research Center on Monday. The same study has found a consistent increase in distrust of colleges and universities since 2010, when negative perceptions among Republicans was measured at 32 percent. That number now stands at 58 percent. By comparison, 72 percent of Democrats or left-leaning Independents in the study said colleges and universities have a positive impact on the United States... In the Pew Research Center's study, distrust of colleges was strongest in the highest income bracket and the oldest age group, with approval levels of just 31 percent among respondents whose family income exceeds $75,000 a year and 27 percent among those older than 65.

An anonymous reader quotes a report from Ars Technica: There have been some well-publicized incidents in which student groups or other protesters have interfered with scheduled appearances by right-wing speakers at U.S. universities. In response, a number of states have considered "campus free speech" bills based on model legislation produced by the Goldwater Institute, a conservative think tank. Different bills introduce specific penalties for students who shout down the speech of others and prevent college administrators from disinviting speakers, to give two examples. One such bill is being debated in Wisconsin. Faculty and university officials in the state are concerned about what else might be prevented by the bill's overly vague language, according to the local Cap Times. As often happens with bills relevant to science education, the debate has also elicited some rather bizarre comments from the bill's sponsors. The trouble comes from this section of the bill: "That each institution shall strive to remain neutral, as an institution, on the public policy controversies of the day, and may not take action, as an institution, on the public policy controversies of the day in such a way as to require students or faculty to publicly express a given view of social policy." While the bills' scope is focused on public events involving invited speakers, there are a couple key questions here. University officials want to know how far this requirement "to remain neutral" extends. For example, the University of Wisconsin-Madison has spoken out against proposed bans on stem cell research on campus. Would the university run afoul of this law if it did so again?

jyosim writes: College students always pay attention in class and do all the readings, right? Ok, they probably never did, but today's professors can actually find out how much each student pays attention in a lecture and how much time they spent on readings, thanks to so-called "learning analytics." Some colleges are experimenting with using the data to re-engineer courses hoping students will learn more and retention will improve. Professors get "dashboards" and sophisticated charts, changing their role in the classroom. MIT is an early adopter, assigning post-docs to help professors interpret this new data. As the article on the new Re:Learning project notes, though, "How much can big data actually reveal about something as personal and subjective as learning?"

jyosim writes: In what could usher a new way of doing college admissions at elite colleges, MIT is experimenting with weighing MOOC performance as proof that students should be accepted to on-campus programs. The idea is to fix the "inexact science" of sorting through candidates from all over the world. And it gives students a better sense of what they're getting into: "When you buy a car, you take a test drive. Wouldn't it be a great value for prospective students to take a test course before they apply?" said one academic blogger.

jyosim writes: The University of Cincinnati hosted what was possibly the largest-ever collegiate video-game tournament last weekend. At the university, the League of Legends club has become an official club sport, just like rugby or rowing. "What's happening with college e-sports right now is that we're seeing a formalization and institutionalization of what's always been present," said T.L. Taylor, a professor of comparative media studies at the Massachusetts Institute of Technology.

jyosim writes: In a sign of how willing some companies are to consider alternatives to higher education, services are popping up that allow employees to track their informal-learning activities so they can be added to their credentials. These activities can include such things as watching a TED talk, a Khan Academy video, or reading a newspaper article. "It’s easy to poke fun at a single TED talk or a single article and say, What is the merit of this and what’s the efficacy of a single article?" says David Blake, chief executive and a founder of Degreed, a service that logs what employees are learning online. "But when you zoom out and look at a year’s worth of learning," it adds up, he argues. "The average professional’s time on videos, books, and articles will substantially outweigh their time inside a classroom. In aggregate, it is the story of our lifelong learning."

jyosim writes: Tech marketers brag about the world-changing impact of 'adaptive learning' and other products, but they all mean something different by the buzzword. On the other side of it, professors are notoriously skeptical of companies, and crave precise language. Richard Culatta, director of the Office of Educational Technology at the U.S. Department of Education, says the buzzwords have thus become a major obstacle to improving teaching on campuses, since these tribes (professor and ed-tech vendors) must work together.

An anonymous reader writes: The hype over online academics has diminished as it became clear that it wasn't a panacea for cheap, global education. While many organizations are struggling with the realization that online courses don't fit in everywhere, Coursera has found out they definitely fit in somewhere. The colleges partnering with Coursera are sticking around, and the company has drawn fresh investments totaling $60 million from venture capitalists. Rather than shoehorning traditional college courses into an online format, they've begun experimenting with different ways to structure education. "The company has created a series of courses that add up to mini-degrees that students can earn quickly, and pay a small fee to certify that they successfully completed them." Other students are using it as a stepping stone to traditional universities: "Rice University, for instance, reports that it is getting more applicants — and higher-quality applicants — for its computer-science masters' degree after offering a CS course on Coursera."

jyosim writes Studies have shown that as many as 90 percent of campus rapes are committed by repeat offenders. A new system is designed to help identify serial assaulters, by letting students anonymously report incidents in order to look for patterns. But some argue that having the ability to report someone with just the click of a button may not be a good thing. Andrew T. Miltenberg, a New York lawyer who represents young men accused of sexual misconduct, says though the system seems well intended, he is concerned about dangers it may pose to students who are accused. 'We're all guilty of pressing send on an angry text or email that, had we had to put it into an actual letter and proofread, we probably wouldn't have sent,' he says.

An anonymous reader writes: The advent of MOOCs, Khan Academy, and the hundreds of other learning sites that have popped up caused many people to predict the decline of expensive, four-year universities. But Donald Heller writes in the Chronicle of Higher Education that most of the people making these claims don't have a good understanding of how actual students are interacting with online classes. He points out that it's a lot easier for a 40-year-old who's in a stable life position, and who has already experienced college-level education to work through an MOOC with ease. But things change when you're asking 18- to 20-year-olds to give up the structure and built-in motivation of a physical university to instead sit at their computer for hours at a time. (The extremely low pass rate for free online courses provides some evidence for this.) Heller also warns that prematurely hailing MOOCs as a replacement for colleges will only encourage governments and organizations to stop investing in institutions of higher learning, which could have dire consequences for education worldwide.

An anonymous reader writes with this article about The Minerva Project, a for-profit company now backed with more than $95 million from Silicon Valley venture-capital firms. Its goal is both audacious and unprecedented in the recent history of higher education: to build a name-brand, elite, liberal-arts-focused university that would cost about half of what Ivy League institutions charge. There's no campus, and all the classes take place online, but the students all live near each other in San Francisco. As small liberal-arts colleges like Sweet Briar shut down, is this campusless college the future?

An anonymous reader writes Deep learning is dominating the news these days, but it's quite possible the field could have died if not for a mysterious call that Geoff Hinton, now at Google, got one night in the 1980s: "You don't know me, but I know you," the mystery man said. "I work for the System Development Corporation. We want to fund long-range speculative research. We're particularly interested in research that either won't work or, if it does work, won't work for a long time. And I've been reading some of your papers." The Chronicle of Higher Ed has a readable profile of the minds behind neural nets, from Rosenblatt to Hassabis, told primarily through Hinton's career.

jyosim writes Professors now make big bucks teaching in educational marketplaces. Sites that let anyone teach courses might just change the way people think about the value of education, about the nature of expertise, and about what teaching is worth. From the article: "When Nick Walter graduated with an information-systems degree, he intended to start his own tech company to create the next big iPhone app, as so many twenty-somethings have tried in recent years. But then something dawned on him: He could make more money teaching. He set up a free account on a site called Udemy, which lets anyone teach online courses and charge for them, and then uploaded a series of lecture videos and exercises showing other people how to make apps. Walter had no experience teaching, no affiliation with a university or accredited educational institution, and—by his own admission—no particular gifts as a computer-science student. But that doesn’t matter to Udemy, or to any of a number of similar platforms that have emerged in recent years."

jyosim writes On Tuesday, Internet2 announced that it will let researchers create and connect to their own private data clouds on the high-speed network (mainly used by colleges), within which they will be able to conduct research across disciplines and experiment on the nature of the Internet. The private cloud is thanks to a $10-million grant from the NSF. "They will have complete visibility into [the clouds] so they can really treat this as a scientific instrument and not a black box," the project's lead investigator told The Chronicle of Higher Education.

jyosim writes "Oculus Rift isn't just for gaming. Brendan Iribe, CEO of the VR company, says the immersive tech will be "one of the most transformative platforms for education of all time." In an interview with Chronicle of Higher Education, he imagined laser-scanning every object in the Smithsonian for students to explore, and collaborating in shared virtual spaces rather than campuses. "The next step past that is when you have shared space, and not only do you believe that this object is right there in front of me, but I look around and I see other people just like we see each other now, and I really, truly believe that you’re right in front of me. We can look at each others’ eyes. If you look down at something, I can look down at the same time. And it’s every bit as good as this. And if we can make virtual reality every bit as good as real reality in terms of communications and the sense of shared presence with others, you can now educate people in virtual classrooms, you can now educate people with virtual objects, and we can all be in a classroom together [virtually], we can all be present, we can have relationships and communication that are just as good as the real classroom," he says.

jyosim (904245) writes People now buy songs, not albums. They read articles, not newspapers. So why not mix and match learning "modules" rather than lock into 12-week university courses? A committee at MIT exploring the future of the elite school suggested that courses might now be outdated, and recommended creating learning modules that students could mix and match. The report imagines a world in which students can take online courses they assemble themselves from parts they find online: "Much like a playlist on iTunes, a student could pick and choose the elements of a calculus or a biology course offered across the edX platform to meet his or her needs."

cranky_chemist (1592441) writes "Megan O'Neil has published a story on the Chronicle of Higher Education's website noting some unusual language in the license agreement between authors and Nature Publishing Group. 'Faculty authors who contract to write for the publisher of Nature, Scientific American, and many other journals should know that they could be signing away more than just the economic rights to their work, according to the director of the Office of Copyright and Scholarly Communication at Duke University. Kevin Smith, the Duke official, said he stumbled across a clause in the Nature Publishing Group's license agreement last week that states that authors waive or agree not to assert "any and all moral rights they may now or in the future hold" related to their work. In the context of scholarly publishing, "moral rights" include the right of the author always to have his or her name associated with the work and the right to have the integrity of the work protected such that it is not changed in a way that could result in reputational harm.'

Nature Publishing Group claims the waivers are required to ensure the journal's ability to publish formal retractions and/or corrections. However, the story further notes that Nature Publishing Group is requiring authors at institutions with open-access policies to sign waivers that exempt their work from such policies."

theodp writes "If you own an Android phone, you may have inadvertently butt-dialed 911 from time-to-time. So, wonders Kix Panganiban, why don't our phones come with a universal 'Panic Button', that would make it just as easy to intentionally dial the police when it's truly needed? Panganiban envisions "a smartphone app that when triggered, would discreetly send out a distress message to contacts of your choice, and perhaps do some other functions that can get you out of bad (and maybe even life-threatening) situations." While a quick search reveals that some have taken a crack at apps that put a Panic Button in smartphone users' hands, are there good reasons why such a feature isn't just standard on mobile devices? And, with GPS and always-watching and always-listening tech only becoming cheaper and more ubiquitous, how far out in the future is it before your person can be continuously remotely monitored like your residence, even while mobile, and what might that look like?"

First time accepted submitter cranky_chemist writes "MOOC provider edX plans to abandon a program that allowed companies to mine their massive open online courses for talent after a pilot program in which none of 868 students were hired failed. edX cited HR departments for the program's demise, stating 'Existing HR departments want to go for traditional degree programs and filter out nontraditional candidates.'"

Hugh Pickens DOT Com writes "Scott Jaschik writes in Inside Higher Education that the academic job market is structured in many respects like a drug gang, with an expanding mass of outsiders and a shrinking core of insiders and with income distribution within gangs extremely skewed in favor of those at the top, while the rank-and-file street sellers earned even less than employees in legitimate low-skilled activities. According to Alexandre Afonso, academic systems rely at least to some extent on the existence of a supply of 'outsiders' ready to forgo wages and employment security in exchange for the prospect of prestige, freedom and reasonably high salaries that tenured positions entail. 'What you have is an increasing number of brilliant PhD graduates arriving every year into the market hoping to secure a permanent position as a professor and enjoying freedom and high salaries, a bit like the rank-and-file drug dealer hoping to become a drug lord,' says Afonso. 'To achieve that, they are ready to forgo the income and security that they could have in other areas of employment by accepting insecure working conditions in the hope of securing jobs that are not expanding at the same rate.' The Chronicle of Higher Education recently reported on adjunct lecturers who rely on food stamps to make ends meet. Afonso adds that he is not trying to discourage everyone from pursuing Ph.D.s but that prospective graduate students need to go in with a full awareness of the job market."

McGruber writes "The Chronicle of Higher Education has the news that American Association of University Professors (AAUP) believes that faculty members' copyrights and academic freedom are being threatened by colleges claiming ownership of the massive open online courses their instructors have developed. The AAUP plans this year to undertake a campaign to urge professors to get protections of their intellectual-property rights included in their contracts and faculty handbooks. According to former AAUP President Cory Nelson, 'If we lose the battle over intellectual property, it's over. Being a professor will no longer be a professional career or a professional identity,' and faculty members will instead essentially find themselves working in 'a service industry.' [Just like their graduate students?]"

jyosim writes "Hundreds of people are spending 20 or 30 hours a week just taking free Massive Open Online Courses, or MOOCs. They're not looking for credit, just the challenge of learning. This Chronicle of Higher Ed story looks at whether these MOOC addicts think they're learning as much as they would in a traditional college course. From the article: 'Consider Anna Nachesa, a 42-year-old single mother in a village near Amsterdam who logs on to MOOCs for several hours each night after dinner with her teenage kids. She has always found TV boring, she says, and for her, MOOCs replace reading books. She is a physicist by training, with a degree from Moscow State University, and she works as a software developer. "This stuff is actually addictive," she says. In some ways the lure is like Everest: Some want to climb it to see if they can. "The Dutch have the proverb 'If you never shoot, you already missed,'" she says.'"

c0lo writes "The editor-in-chief and entire editorial board of the Journal of Library Administration announced their resignation last week, citing 'a crisis of conscience about publishing in a journal that was not open access' in the days after the death of Aaron Swartz. The board had worked with publisher Taylor & Francis on an open-access compromise in the months since, which would allow the journal to release articles without paywall, but Taylor & Francis' final terms asked contributors to pay $2,995 for each open-access article. As more and more contributors began to object, the board ultimately found the terms unworkable. The journal's editor-in-chief said 'After much discussion, the only alternative presented by Taylor & Francis tied a less restrictive license to a $2995 per article fee to be paid by the author. As you know, this is not a viable licensing option for authors from the LIS community who are generally not conducting research under large grants.'"

An anonymous reader writes "The Bandwidth Divide is a form of what economists call the Red Queen effect referring to a scene in Lewis Carroll's Through the Looking-Glass when Alice races the Red Queen. As the Red Queen tells Alice: 'It takes all the running you can do, to keep in the same place. If you want to get somewhere else, you must run at least twice as fast as that!' Keeping up with digital technology is like that race — it takes a continual investment of money and time just to keep up with the latest, and an exceptional amount of work to get ahead of the pack. 'The question is, What is the new basic?' said one researcher. 'There will always be inequality. But 100 years after the introduction of the car, not everybody has a Ferrari, but everyone has access to some form of motorized transportation through buses.' Well, not everyone, but even fewer people have the online equivalent. Colleges considering MOOCs should remember that."

McGruber writes "The Chronicle of Higher Education has the news that Herbert Richardson, founder of Edwin Mellen Press is suing McMaster University and University Librarian Dale Askey for $3 Million over Mr. Askey's posts on a personal blog. In 2010 Mr. Askey wrote a blog post about Edwin Mellen Press on his personal Web site, Bibliobrary. Mr. Askey referred to the publisher as 'dubious' and said its books were often works of 'second-class scholarship.' For a few months afterward, several people chimed in in the blog's comments section, some agreeing with Mr. Askey, others arguing in support of the publisher. In a February 11 statement, the McMaster University Faculty Association (MUFA) stated that The Canadian Association of University Teachers (CAUT) 'and the MUFA Executive agree that this case represents a serious threat to the freedom of academic librarians (pdf) to voice their professional judgement and to academic freedom more generally.'"

An anonymous reader writes "The Forbes list of 'least stressful jobs' for 2013 is headlined by... university professors. This comes at a time in which the academic community has been featured on controversies about 100-hour week work journeys, doctors live on food stamps, tenured staff is laid off large science institutions, and the National Science Foundation suffers severe budget cuts, besides the well known (and sometimes publicized) politics of publish or perish. The Forbes reporter has received abundant feedback and published a shy, foot-note 'addendum'; however, the cited source, CareerCast (which does not map to any recognizable career journalist, but rather to a Sports writer), does not seem to have had the same luck. The comments of the Forbes reporter on the existence of a Summer break for graduates ('I am curious whether professors work that hard over the summer') are particularly noteworthy." Here is the CareerCast report the article is based on, and a list of the "stress factors" they considered. The author of the Forbes article passed on a very detailed explanation of how tough a university professor's job can be.

McGruber writes "The Chronicle of Higher Education has a web episode about Richard Linder, a US college student who was determined to do the impossible: earn a U.S. college degree while not taking on any student debt. Mr. Linder cobbled together an associate degree in liberal arts for a mere $3,000. He did it by transferring academic credits to Excelsior College, a regionally accredited institution that doesn't require students to take any of its own courses. Mr. Linder's earned his transferred credit hours from an array of unexpected sources: from high school Advanced Placement courses to classes taught by the Federal Emergency Management Agency and the National Fire Academy. He even managed to get one credit hour from Microsoft." I find his creativity in breadth and sources of credit-worthy instruction more interesting than the pricetag, though the commenters on the linked story are sharply divided on the value of the courses taken. While $3,000 is cheap for an associate's degree compared to many U.S. colleges, it's not unheard of; tuition for locals at a community college near me wouldn't be too far off that, even without transferring in any credits.

An anonymous reader writes "Coursera announced its 'career services' feature yesterday for students who opt in. The company that works with elite colleges to offer free courses is sharing more than just academic scores — showing potential employers evidence of 'soft skills,' like how helpful students were in class discussion forums. 'Udacity, another company that provides free online courses, offers a similar service. ... Udacity's founder, Sebastian Thrun, said in an interview that 350 partner companies had signed up for its job program. While Mr. Thrun would not say how much employers pay, he characterized the fee as "significantly less than you'd pay for a headhunter, but significantly more than what you'd pay for access to LinkedIn," a popular social network for job hunters.'"

WOOFYGOOFY writes "The NY Times and Voice Of America are reporting on a study by the U.S. National Research Council (PDF) which was released Friday linking global climate change to national security. The report, which was developed at the request of the C.I.A., characterizes the threats posed by climate change as 'similar to and in many cases greater than those posed by terrorist attacks. 'Climate-driven crises could lead to internal instability or international conflict and might force the United States to provide humanitarian assistance or, in some cases, military force to protect vital energy, economic or other interests, the study said.' If the effect of unaddressed climate change is the functional equivalent of terrorist attacks on the nation, does the Executive Branch, as a matter of national security, have a duty and a right to begin to act unilaterally against climate change irrespective of what Congress currently believes?"

An anonymous reader writes "In a surprising blow to the movement to create free textbooks online, an upstart company called Flat World Knowledge is dumping its freemium model. The upstart publisher had made its textbooks free online and charged for print versions or related study guides, but company officials now say that isn't bringing in enough money to work long-term."

An anonymous reader sends this quote from the Chronicle of Higher Education: "[Minnesota's] Office of Higher Education has informed the popular provider of massive open online courses, or MOOC's, that Coursera is unwelcome in the state because it never got permission to operate there. It's unclear how the law could be enforced when the content is freely available on the Web, but Coursera updated its Terms of Service to include the following caution: 'Notice for Minnesota Users: Coursera has been informed by the Minnesota Office of Higher Education that under Minnesota Statutes (136A.61 to 136A.71), a university cannot offer online courses to Minnesota residents unless the university has received authorization from the State of Minnesota to do so. If you are a resident of Minnesota, you agree that either (1) you will not take courses on Coursera, or (2) for each class that you take, the majority of work you do for the class will be done from outside the State of Minnesota.' Tricia Grimes, a policy analyst for the state's Office of Higher Education, said letters had been sent to all postsecondary institutions known to be offering courses in Minnesota."

jyosim writes "Some see it as the latest ploy by textbook publishers to kill the used book market: 'access codes' for online supplements for course work. In some cases professors require students to purchase these codes in order to even see the required homework. One U. of Maine's student's struggle to find a reasonably priced textbook demonstrates the limits the new publisher practices put on students, but some argue that ultimately the era of digital course materials will be better for student learning."

An anonymous reader writes "The discussion forums in Coursera's Massive Open Online Courses are full of talk of plagiarism these days. 'Plagiarized essay — so disheartening,' said one post. 'Continued Plagiarism in the Assignments,' says another. Students are cheating even though the courses carry no credit. Plagiarism-detection software may be in the future, the company's leaders say."

theodp writes "With his Khan Academy: The Hype and the Reality screed in the Washington Post, Mathalicious founder Karim Kai Ani — a former middle school teacher and math coach — throws some cold water on the Summer of Khan Love hippies, starting with U.S. Secretary of Education Arne Duncan. From the article: 'When asked why so many teachers have such adverse reactions to Khan Academy, Khan suggests it's because they're jealous. "It'd piss me off, too, if I had been teaching for 30 years and suddenly this ex-hedge-fund guy is hailed as the world's teacher." Of course, teachers aren't "pissed off" because Sal Khan is the world's teacher. They're concerned that he's a bad teacher who people think is great; that the guy who's delivered over 170 million lessons to students around the world openly brags about being unprepared and considers the precise explanation of mathematical concepts to be mere "nitpicking." Experienced educators are concerned that when bad teaching happens in the classroom, it's a crisis; but that when it happens on YouTube, it's a "revolution."'"

waderoush writes "Even as name-brand universities like MIT and Harvard rush to put more courses on the Web, they're vying with an explosion of new online learning resources like Coursera, Udacity, Udemy, Dabble, Skillshare, and, of course, Khan Academy. With 3,200 videos on YouTube and 4 million unique visitors a month, Sal Khan's increasingly entertaining creation is the competitor that traditional universities need to beat if they want to have a role in inspiring the next generation of leaders and thinkers. Lately Khan's organization has been snapping up some of YouTube's most creative educational-video producers, including 'Doodling in Math Class' creator Vi Hart and Smarthistory founders Beth Harris and Steven Zucker. Universities are investing millions in software for 'massive online open courses' or MOOCs, but unless they can figure out how to make their material fun as well as instructive, Khan may have an insurmountable lead." The Chronicle of Higher Education has a related article about the above-mentioned Coursera, and how they plan to make money off of free courses. A contract the company signed with the University of Michigan suggests they aren't quite sure yet.

waderoush writes "Even as name-brand universities like MIT and Harvard rush to put more courses on the Web, they're vying with an explosion of new online learning resources like Coursera, Udacity, Udemy, Dabble, Skillshare, and, of course, Khan Academy. With 3,200 videos on YouTube and 4 million unique visitors a month, Sal Khan's increasingly entertaining creation is the competitor that traditional universities need to beat if they want to have a role in inspiring the next generation of leaders and thinkers. Lately Khan's organization has been snapping up some of YouTube's most creative educational-video producers, including 'Doodling in Math Class' creator Vi Hart and Smarthistory founders Beth Harris and Steven Zucker. Universities are investing millions in software for 'massive online open courses' or MOOCs, but unless they can figure out how to make their material fun as well as instructive, Khan may have an insurmountable lead." The Chronicle of Higher Education has a related article about the above-mentioned Coursera, and how they plan to make money off of free courses. A contract the company signed with the University of Michigan suggests they aren't quite sure yet.

Harperdog writes "This is pretty fascinating: The Chronicle of Higher Ed has an article about a DARPA project that allows researchers to scan satellite photos, video, etc., and have a computer pick up differences in brain activity to tell whether an image has been seen...images that might flash by before conscious recognition. From the article: 'In a small, anonymous office in the Trump Tower, 28 floors above Wall Street, a man sits in front of a computer screen sifting through satellite images of a foreign desert. The images depict a vast, sandy emptiness, marked every so often by dunes and hills. He is searching for man-made structures: houses, compounds, airfields, any sign of civilization that might be visible from the sky. The images flash at a rate of 20 per second, so fast that before he can truly perceive the details of each landscape, it is gone. He pushes no buttons, takes no notes. His performance is near perfect.'"

An anonymous reader writes "In a detailed interview on the future of education, Bill Gates was surprisingly down on tablets in education — considering that Microsoft just released Surface. He said low-cost PCs are the thing for students, and he dismissed the idea that simply giving gadgets to students will bring change. Quoting: 'Just giving people devices has a really horrible track record. You really have to change the curriculum and the teacher. And it's never going to work on a device where you don't have a keyboard-type input. Students aren't there just to read things. They're actually supposed to be able to write and communicate. And so it's going to be more in the PC realm—it's going to be a low-cost PC that lets them be highly interactive.'"

An anonymous reader writes "As online courses become mainstream, some students are finding they are often easy to game. A group of clever students at one public university describe how they used a Google Doc during on open-book test for a new kind of 'cloud cheating.'" Instead of "cloud" all the time, can't we switch it up with "on the internet"?

linjaaho writes "Three major textbook publishers have sued a startup company making free and open textbooks, citing 'copyright infringement,' as the company is making similar textbooks using open material. From the article: 'The publishers' complaint takes issue with the way the upstart produces its open-education textbooks, which Boundless bills as free substitutes for expensive printed material. To gain access to the digital alternatives, students select the traditional books assigned in their classes, and Boundless pulls content from an array of open-education sources to knit together a text that the company claims is as good as the designated book. The company calls this mapping of printed book to open material "alignment" — a tactic the complaint said creates a finished product that violates the publishers' copyrights.'"

An anonymous reader writes "At one point an NYU librarian literally got into a shouting match with a protester at an Occupy protest, trying to make the case for why a digital record should be kept of photos, videos, audio recordings, posters, and other materials, so future scholars and activists can recount what happened. Academics are taking unusual steps to preserve the protesters' stuff, including 'distributing postcards promoting archiving at protests, developing automated systems to download photos posted online, and asking participants to vote on which images are most important for the historic record.'"

An anonymous reader writes "Many people have called for a 'dislike' button on Facebook, but the service has not allowed it. A professor's app lets users add 'enemies,' in what he says is critique of the service's advertiser-friendly niceness. Will Zuckerberg let the app stand or ban it?"

crabel writes "It appears the dreaded Research Works Act is dead. The bill would have prevented agencies of the federal government from requiring public access to federally subsidized research. After Elsevier pulled its support, it was decided that no legislative action will be taken on the bill." A glimmer of hope as well: "Meanwhile, attention has shifted to another proposed bill: the reintroduced Federal Research Public Access Act, which would require public access." Elsevier has vowed to battle it, however.

An anonymous reader writes "Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year. But now Mr. Wesch finds himself rethinking the fundamentals of teaching after hearing that other professors can't get his experiments with Twitter and YouTube to work in their classes. Is the lecture best after all?"

An anonymous reader writes "Educational badges, which seem like a playful riff on Boy Scout skill patches, pose an existential crisis for colleges and universities. If students can collect credentials from MITx and Khan Academy and other free Web sites, why go to a campus?"

theodp writes "According to a new survey of college admissions directors by Inside Higher Ed, the admissions strategy judged most important is the recruitment of more out-of-state and international students, who can pay significantly more at public institutions. Ten percent of those surveyed also reported admitting full-pay students with lower grades and test scores than other admitted applicants, and a majority of schools either use or plan to use controversial commission-paid agents to recruit foreign students (commission-based recruitment is barred in the U.S.). 'This isn't about globalization or increased educational diversity,' asserts USC's Jerome A. Lucido. 'They need the money.' So, should employees of a public university where the President's annual compensation exceeds $1 million receive a full state-funded pension for educating 16,000+ out-of-state students?"

An anonymous reader writes "Robot essay graders could be the answer to grade inflation. New software being tested turns over the task of grading to computers — this article has an interactive demo of the software. One professor says the computer is far fairer than human graders, who get tired and become inconsistent, or play favorites."