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High School Students Not Waiting For Schools To Go Online
lpress writes UCLA conducts an annual survey of first-time, full-time college freshman and this year they included questions about the use of online education sites like Coursera and The Khan Academy. It turns out that over 40 percent of the incoming freshmen were frequently or occasionally assigned to use an online instructional website during the past year and nearly 70 percent had used online sites on their own. Students enrolling in historically black colleges were much more likely than others to have used online teaching material. They also compile a "habits of mind" index, and conclude that "Students who chose to independently use online instructional websites are also more likely to exhibit behaviors and traits associated with academic success and lifelong learning." The survey covers many other characteristics of incoming freshmen — you can download the full report here
Of course hose who push them selves are more likely to succeed. What kind of idiot do you have to be to not know that?
It used to be that those who went to college were the ones. Then masters and phd's. Now you need a 4 year degree to work at best buy. Soon you will need a college degree to pick blue berries.
The question is how high can we raise the bar before it collapses? Already we have to import illegals to do jobs that teenagers should be doing.
Just want to point out that iTunes U has amazing and free content available to anyone with iTunes. It's unbelievable how easy it is to learn almost anything you want. If you're not taking advantage of it you must be suffering from (in the words of an old colleague) recto-cranial inversion.
All these computer classes are great for the natural learner, the 20% or so of students who have that ability. But these are the same students who have been graduating high school for year, who can go to the public library and learn everything that they would if they got an MBA(one of good friends did this), who, like reported in the NYT today, did not complete school but invented Scotch Tape.
While we need to make sure not to apply negative pressure to these kids, which means to let them take the online courses, give them independent study, allow to explore, we also cannot use this an excuse to stop the more expensive education of the kids who really need to be taught. The correlation between online courses and independent skills(Or as it says, habits of the mind) in no way indicates that online courses teach independent skills. Sure, you could put a kid a computer and give him an F if she does not complete statistics, but is that teaching? Some would say yes. I would say we are accepting that most of kids will be semi-skilled laborers without the jobs to insure a high rate of employment, which means more welfare checks.
"She's a scientist and a lesbian. She's not going to let it slide." Orphan Black
Except when the job market is dominated by myopic employers who prefer proctored exams (as represented by a traditional degree) over actual learning.
Kahn Academy was a God-send for me. I didn't even have a high-school level of maths before I managed to find my way into an Engineering degree. I learned all of High-school maths and a lot of university level maths in the space of a few months thanks almost totally to the excellent instruction available through Kahn Academy.
Many universities make researchers/professors teach. Some of them do an excellent job because they give a damn, or are passionate about sharing (as opposed to selfish and arrogant which many scientists are). Many of these lecturers are in academia because that's what they personally are good at - and so they don't understand how to teach people who aren't as naturally suited to the subject they are teaching as they were. They don't know what *normal* people find difficult or else they assume they know but completely miss the mark.
Nearly every single mathematical person I have met utterly fails at communication, as I have only found two: a really gifted guy who breezed through university maths and is currently working on his PhD and Salman Kahn of Kahn Academy who is the best communicator of mathematical concepts I have ever found - hands down. He seems to know what normal people find hard and even pre-emptively answers your questions right as they pop into your head.
This only reinforces how outdated the model of university education is and how poor value the university education itself generally is. Normal people can find higher quality resources online and consume them quickly and efficiently and apply them the next day. Instead of spending tens of thousands of dollars and 2+ years getting a fairly poor imitation of a "T-shaped" education I think the real solution is to set up strong learning resources (online and meatspace workshops) and allow people to cheaply sit certification tests (and portfolio checks) on university-level subjects. People can build their core education as narrow and tight as needed and expand the "arms" of their education out as far as needed in a dynamic fashion which suits this ever-changing world. Hey, if a person completes a whole degree in this fashion they can sell good-ole' degree certificates too!
Did they bother to check if any of the students had really taken a course? Most likely the students were just picking the check box that made them look good. I would bet that the actual % who took a course is far lower.
http://articles.chicagotribune...
Could millions of college dropouts get a second chance through a GED-style equivalent of a college diploma? In today's age of blue-collar blues and online education, the idea of college-equivalency exams doesn't sound so outlandish anymore.
These are the new realities: The high school diploma is not the gateway to the middle class that it used to be. Amid new corporate efficiencies and the migration of high-paying, low-skilled jobs overseas since the 1950s, growing numbers of college graduates are occupying jobs like postal worker or restaurant manager that used to be filled by high school grads.
The results are new pressures on blue-collar families and the sort of class tensions voiced by presidential candidate Rick Santorum with his recent verbal jab ("What a snob!") at President Barack Obama's push for more college attendance. In fact, Obama, like Santorum, also has been a major cheerleader for community colleges and trade schools. He did not say college was something everyone should do; rather, he said it is "an economic imperative that every family in America should be able to afford."
Yet, give Santorum his due. He touched on a reality that deserves more public discussion: College isn't for everyone. Some very bright students thrive better while learning a hands-on trade, for example, than they do in a classroom. Others simply can't afford the time or tuition of college because of their personal circumstances.
As a result, the percentage of college graduates who come from households in the bottom fourth of income earners — as I did — has declined to only 7.2 percent from 12 percent in 1970, according to Ohio University economics professor Richard Vedder, who also is director of the Washington, D.C.-based Center for College Affordability and Productivity.
Santorum's remarks while campaigning in Michigan moved me to call Vedder, whom I have known since he tried to put some economics knowledge into my noggin when I was one of his students many years ago.
Author of the 2004 book "Going Broke by Degree: Why College Costs Too Much," Vedder sees a disconnect between the cost of college and the needs of the job market. He has found as many as one out of three college graduates today to be in jobs that historically were filled by people with less education.
"These are jobs that do not require higher-level learning skills, critical thinking skills, or writing skills or anything of that nature," he said in a telephone interview.
At the same time, we see cheaper alternatives to college like online education growing to the point where we see Internet Age stories like online student Kayla Heard. The Union, Wash., 16-year-old graduated last year from Washington State University with a 3.7 grade-point average in social sciences without ever stepping on campus, except to pick up her diploma.
Let's go a step further, says Vedder.
"As college costs rise," he said, "people are asking: Aren't there cheaper ways of certifying competence and skills to employers?"
People typically believe there are no good substitutes for college. But if prospective employees can certify to potential employers that they are as bright, knowledgeable, good at communicating and eager to learn as a better-than-average college graduate, they can present themselves as a bargain — willing to accept wages that are higher than normal high-school-graduate standards but low compared to most college-graduate salaries.
Vedder is encouraged by recent agreements between the Education Testing Service, which operates the famed SAT test for the College Board, and the Council for Aid to Education to provide competency test materials to students online through StraighterLine, an online education firm. The challenge is to persuade college-accreditation organizations and the business community that colleg