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Hoping To Fix College Teaching, CMU Open-Sources Trove of Software (edsurge.com)
Wednesday CMU announced the open sourcing of its adaptive-learning software platform -- plus analytics and dozens of other related tools for improving college teaching -- as part of a national push "in an unusual move intended to shake up how college teaching is done around the world," writes EdSurge.
Long-time Slashdot reader jyosim shares their report: Officials estimate that developing the software has cost more than $100 million in foundation grants and university dollars. The goal of the software giveaway is to jump-start "learning engineering," the practice of applying findings from learning science to college classrooms. If it takes off, the effort could result in a free, open-source alternative to a growing number of commercial adaptive-learning and learning analytics tools aimed at colleges. One of the biggest concerns by college leaders about buying such tools from commercial vendors is whether colleges will have access to the underlying algorithmic logic -- or whether the systems will be a "black box...."
"We need a scientific revolution in education akin to the one that we had in medicine 150 years ago," said Michael Feldstein, coordinator of the Empirical Educator Project, in a statement. "This isn't a silver bullet, and it isn't charity. It's an invitation to the educators of the world for us all to solve big problems together."
CMU's Nobel prize-winning economics professor Herbert Simon once argued of colleges that "we must step back and view them with Martian eyes, innocent of their history, to appreciate fully how outrageous their operation is... [W]e find no one with a professional knowledge of the laws of learning, or of the techniques of applying them."
Kenneth R. Koedinger, a professor of human computer interaction and psychology at Carnegie Mellon, now argues that "we need to change higher ed from a solo sport to a collaborative research activity."
Long-time Slashdot reader jyosim shares their report: Officials estimate that developing the software has cost more than $100 million in foundation grants and university dollars. The goal of the software giveaway is to jump-start "learning engineering," the practice of applying findings from learning science to college classrooms. If it takes off, the effort could result in a free, open-source alternative to a growing number of commercial adaptive-learning and learning analytics tools aimed at colleges. One of the biggest concerns by college leaders about buying such tools from commercial vendors is whether colleges will have access to the underlying algorithmic logic -- or whether the systems will be a "black box...."
"We need a scientific revolution in education akin to the one that we had in medicine 150 years ago," said Michael Feldstein, coordinator of the Empirical Educator Project, in a statement. "This isn't a silver bullet, and it isn't charity. It's an invitation to the educators of the world for us all to solve big problems together."
CMU's Nobel prize-winning economics professor Herbert Simon once argued of colleges that "we must step back and view them with Martian eyes, innocent of their history, to appreciate fully how outrageous their operation is... [W]e find no one with a professional knowledge of the laws of learning, or of the techniques of applying them."
Kenneth R. Koedinger, a professor of human computer interaction and psychology at Carnegie Mellon, now argues that "we need to change higher ed from a solo sport to a collaborative research activity."
Separate research/publication and teaching as distinct abilities and reward each for what they are.
Sounds like a golden opportunity to set up some learning portals/schools for highly specific fields or niche pursuits.
Just cruising through this digital world at 33 1/3 rpm...
Parents and others have been sold a bill of goods that without a college education, a person is less than worthless. So they will pay any price. And spend a hundred K for a bachelors degree.
And since the goal has morphed from a saleable skill to mere posession of a degree, ridiculous majors like philosophy and gender studies graduates ant their parents are expecting the graduate to be firmly emplaced in a 6 figure career right after graduation.
Research has become the raison d'etre for the Universities while the parents are expecting the kids to get that valuable degree.
There are so many layers of middle management being added that one would think that the main purpose of Universities is not education, not research, but middle management.
Finally, having spent several decades at a University, they have really become pretty toxic environments for around half of the population, leading to over-representation of the other half, and unfortunately many of that half are not pursuing degrees that lend themselves to financial solvency or paying back that 100 K loan.
Nw tell me about how open sourcing software is going to fix this?
The shepherds did so well protecting the flock that the sheep no longer believed that wolves existed.
If we want to improve learning and teaching at universities, the first question that should be answered is: what is the purpose of a university?
Universities make most of their money off of either contract research and social networking, and those areas may be where their biggest contribution to society is. If we need universities to focus on education, should we split the education function out from the contract research and social networking functions?
This is similar to asking whether retail banks should also be allowed to perform investment banking. There is a potent financial and cultural pressure to optimize activities like research grants and NCAA sports. While it is possible to also be excellent at education, generally more attention, oversight, and effort is put into other activities.
What a crock of shit. College teaching is not broken and does not need fixing. What does need fixing is the insanity of administrators who look at student results and blame the faculty for them.
Open source software has both killed the software engineer job market and lowered the bar on quality of the software (in exchange for "free").
This is good?
W]e find no one with a professional knowledge of the laws of learning, or of the techniques of applying them
Eh, how about looking for the numerous people who have minors, masters or at least the required minimum in educational sciences, have completed their training and therefore have gained teacher's qualifications? That said, enabling more efficient measurement collection in learning environments like distance learning is needed. Rapid iteration on educational process development is as much needed as that for software engineering, and undoubtedly an equally challenging proposition.
No blockchain? Count me out.
Confucius say, "Find worm in apple - bad. Find half a worm - worse."
Khazar Talmudic Jews believe this of all they call goyim/gentiles (any non-jew): Jews = biggest racists of all for which they "jew guilt" you for no less! They're hypocrites known as thieves all thru history or were Argentines in the 1940 under Peron, Spanish inquistion, France (1306), Egypt (despoiled/robbed by jews), Arabs (pre & post 1948), England (1330 Edward longshanks), Romans under titus, Russia pogroms and Germany who got rid of them from their nations nazi german's too? No. Driven into DESERTS ages ago! Don't wonder why after all those exilings above.
Should anyone doubt any of this see Jacob Javits' crony Rosenthal spill the beans on it https://www.youtube.com/watch?v=D4zMVZ8HnFI/ where he called all Christianity fools for helping Israel and the biggest scam of all time per their beliefs below from their Talmud.
This is the province of the synagogue of Satan (Pharisees whom Jesus Christ himself kicked to the curb out of the temple & they killed him for it. Jeremiah did the same to them also + the Essenes could not stand them either breaking away from the pharisee corruption):
Jew Talmud excerpts (the book that calls Christ's mother a whore & a bastard of a roman soldier):
1. Sanhedrin 59a: "Murdering Goyim is like killing a wild animal."
2. Abodah Zara 26b: "Even the best of the Gentiles should be killed."
3. Sanhedrin 59a: "A goy (Gentile) who pries into The Law (Talmud) is guilty of death."
4. Yebhamoth 11b: "Sexual intercourse with a little girl is permitted if she is three years of age."
5. Schabouth Hag. 6d: "Jews may swear falsely by use of subterfuge wording."
6. Hilkkoth Akum X1: "Do not save Goyim in danger of death."
7. Hilkkoth Akum X1: "Show no mercy to the Goyim."
8. Choschen Hamm 388, 15: "If it can be proven that someone has given the money of Israelites to the Goyim, a way must be found after prudent consideration to wipe him off the face of the earth."
9. Choschen Hamm 266,1: "A Jew may keep anything he finds which belongs to the Akum (Gentile). For he who returns lost property (to Gentiles) sins against the Law by increasing the power of the transgressors of the Law. It is praiseworthy, however, to return lost property if it is done to honor the name of God, namely, if by so doing, Christians will praise the Jews and look upon them as honorable people."
10. Szaaloth-Utszabot, The Book of Jore Dia 17: "A Jew should and must make a false oath when the Goyim asks if our books contain anything against them."
11. Baba Necia 114, 6: "The Jews are human beings, but the nations of the world are not human beings but beasts."
12. Simeon Haddarsen, fol. 56-D: "When the Messiah comes every Jew will have 2800 slaves."
13. Nidrasch Talpioth, p. 225-L: "Jehovah created the non-Jew in human form so that the Jew would not have to be served by beasts. The non-Jew is consequently an animal in human form, and condemned to serve the Jew day and night."
14. Aboda Sarah 37a: "A Gentile girl who is three years old can be violated."
15. Gad. Shas. 2:2: "A Jew may violate but not marry a non-Jewish girl."
16. Tosefta. Aboda Zara B, 5: "If a goy kills a goy or a Jew, he is responsible; but if a Jew kills a goy, he is NOT responsible."
17. Schulchan Aruch, Choszen Hamiszpat 388: "It is permitted to kill a Jewish denunciator everywhere. It is permitted to kill him even before he denounces."
18. Schulchan Aruch, Choszen Hamiszpat 348: "All property of other nations belongs to the Jewish nation, which, consequently, is entitled to seize upon it without any scruples."
19. Tosefta, Abda Zara VIII, 5: "How to interpret the word 'robbery.' A goy is forbidden to steal, rob, or take women slaves, etc., from a goy or from a Jew. But a Jew is NOT forbidden to do all this to a goy."
20. Seph. Jp., 92, 1: "God has given the Jews power over the possessions and blood of all nations."
21. Schulchan Aruch, Choszen H
is going to be helped by releasing more code?
Domestic spying is now "Benign Information Gathering"
It's there mostly to prevent too many people from entering the job market too soon.
Ya know, so people would know which CMU you're talking about.
so ... learning engineering is something that can only explained by ... Martians... and ... commercializing open-source tools... and who exactly needs it? sounds like an impediment to learning
Professors are not always enthusiastic about teaching because much of the expectation is to get out research. That's the "something else" they'd rather be doing or more so realize they really have to be doing.
Research universities have these two sides: research and teaching -- the acquisition and dissemination of knowledge. The research is critically important and it's believed that those who do research consequently have more to offer learners. However, there is a great deal of pressure to produce -- even after tenure. Tenure is essential for political reasons. Research needs to be free of political influence because those pressures are present and strong without tenure and even try to persuade with tenure. If college deans or chairs could influence the results of research then they would. Similarly, if grants were dependent on the outcomes of research, this could ruin science.
That said, I think professors could be better utilized as guest lecturers and mentors. They already do act as mentors and most tend to do a good job of that. But the whole conventional system of teaching has been long broken or substandard. Your learning is far more up to you -- the student. And in some very real ways, the chaos of the academic system actually provides a rich learning environment for a student who takes charge of his/her own education.
Research in education has actually shown clearly that structured education, such as colleges in places like India that designate all your classes and the order you will take them for you, are less effective than random chaos. Learning out of order actually yields better recall and comprehension.
Thereâ(TM)s only one CMU that matters
Something I first wrote in 2001: https://pdfernhout.net/open-le... "Foundations, other grantmaking agencies handling public tax-exempt dollars, and charitable donors need to consider the implications for their grantmaking or donation policies if they use a now obsolete charitable model of subsidizing proprietary publishing and proprietary research. In order to improve the effectiveness and collaborativeness of the non-profit sector overall, it is suggested these grantmaking organizations and donors move to requiring grantees to make any resulting copyrighted digital materials freely available on the internet, including free licenses granting the right for others to make and redistribute new derivative works without further permission. It is also suggested patents resulting from charitably subsidized research research also be made freely available for general use. The alternative of allowing charitable dollars to result in proprietary copyrights and proprietary patents is corrupting the non-profit sector as it results in a conflict of interest between a non-profit's primary mission of helping humanity through freely sharing knowledge (made possible at little cost by the internet) and a desire to maximize short term revenues through charging licensing fees for access to patents and copyrights. In essence, with the change of publishing and communication economics made possible by the wide spread use of the internet, tax-exempt non-profits have become, perhaps unwittingly, caught up in a new form of "self-dealing", and it is up to donors and grantmakers (and eventually lawmakers) to prevent this by requiring free licensing of results as a condition of their grants and donations."
So, CMU has been creating an artificial scarcity of the fruits of $100 million dollars in charitable donations in hopes they could make money for themselves out charging people for access to what they build with those charitable dollars. Of course we should be happy CMU has apparently now seen the error of their ways. But doesn't anyone else here see both the foolishness of the donors (including the government) to give money under such terms (see for example the "Bayh-Dole Act") and the previous immorality of CMU (and most other research universities)?
A 21st century issue: the irony of technologies of abundance in the hands of those still thinking in terms of scarcity.