Instead of a conventional graduate class on “21st Century Literacies: Digital Knowledge, Digital Humanities,” Davidson and her class collaborated on a book that would guide others trying to adapt the methods of open source programming to open source learning, Field Notes for 21st Century Literacies A Guide to New Theories, Methods, and Practices for Open … Students write book together instead of term paper
Davidson has been a national leader in proposing, exploring, designing, and utilizing new forms of assessment, ranging from badging to contract grading to peer-to-peer assessments (gaining notoriety with a blog “How To Crowdsource Grading”). http://hastac.org/blogs/cathy-davidson/how-crowdsource-grading Erica Hendry, “Duke Professor Uses ‘Crowdsourcing’ to Grade,” Wired Campus, Chronicle of Higher Education, July 30, 2009. http://chronicle.com/blogs/wiredcampus/duke-professor-uses-crowdsourcing-to-grade/7538
Cathy Davidson was interviewed by Ethan Solomon from Duke University. Read the degree of freedom introduction below and listen to the podcast here! Today’s interview is with Cathy Davidson, John Hope Franklin Institute Professor of Interdisciplinary Studies at Duke University, author of Now You See It: How Technology and Brain Science Will Transform the Way We Live, … Degree of freedom: Interview with Cathy Davidson
IN LITTLE MORE THAN A YEAR, discussion of the role of online learning in higher education has undergone a qualitative shift. With the launch of for-profit educational start-ups such as Coursera, Udacity, and the MIT and Harvard-founded nonprofit platform edX, Massive Open Online Courses (MOOCs) have moved from obscure experiment to major initiative. MOOCs are … LA Review of Books: MOOCs and the Future of the Humanities: A Roundtable (Part 2)
In an earlier blog, “Clearing Up Some Myths About MOOCs” (http://hastac.org/blogs/cathy-davidson/2013/06/11/clearing-some-myths-about-moocs ), I promised to keep a log of time, expense, human resources, ideas, drafts, syllabi, books, articles, assignments, and other MOOC-y features, as they emerge, for the free, six-week course I’ll be offering in January 2014, “The History and Future of (Mostly Higher) Education: … History and Future of (Mostly Higher) Education: Week One
Cathy wrote this article for edSurge on the possibilities and challenges presented by MOOCs for the future of higher education. The full article is posted below, or can be read on the edSurge site here. What is the cost of MOOCs for society at large? Who profits? And who loses? In the last few … edSurge: Are MOOCs Really the Future of the University?
This is a first draft of the storyboard outline for The History and Future of Higher Education, my six-week Coursera course that will begin in Spring 2014, and that is open to all, for free, without prerequisites of any kind. It is the heterogeneity of the students and the engaged, lively Forums we will conduct online that make … Storyboarding the Future of Higher Education.
I have had a blast this semester teaching with my friend and colleague Dan Ariely. He’s everything you want a teacher to be–smart, engaged, funny, attentive, candid, direct. He and I are teaching in a wonderful experimental course where the students work in teams, setting the syllabus and the assignments, ensuring that they’ve filled … A Beginner’s Guide to Irrational Behavior: Enroll Now for Dan Ariely’s MOOC
Next week, I’m giving a presentation to forty CEO’s and CIO’s from Fortune 100 companies on how the science of attention blindness can help us make decisions. These “10 Rules for Smart Decisions (Despite Our Attention Blindness)” distill all the funny stories, serious experiments, and pretty hilarious examples. Feel free to add your own! … 10 Rules for Making Smart Decisions (Despite Our Attention Blindness)
What are the most important things we can do to help prepare our students for their future (not our past)?