Duke Today featured “Surprise Endings” the undergraduate class that Cathy is co-teaching with Dan Ariely on its website. You can read the full text of their article below, or view the original story here. February 11, 2013 | By Eric Ferreri DURHAM, NC – For Cathy Davidson, flipping the classroom isn’t enough. She’d prefer, as she likes to … Duke Today: Teaching 2.0
WUNC’s The State of Things recently invited Cathy to discuss what it means to pay attention and the complicated ways we each learn to do so. “The point of turning the classroom around is to get away from thinking that attention is always something hierarchical that someone makes you do and [to] make you a … The State of Things: The Science Behind Paying Attention
Cathy penned a piece on the competing narratives surrounding MOOCs this week for University World News. The full text is posted below or can be read on the UWN site here. The academic conversation on MOOCs is starting to polarise in exactly the talking-past-one-another way that so many complex conversations evolve: with very smart points … University World News: Stop Polarising the MOOCs Debate
In Surprise Endings: Social Science and Literature, the Duke class I team-teach with behavioral economist Dan Ariely, we explore the deepest aspects of human behavior, as learned in empirical social science experiments and as discussed by some of the greatest writers in the world. But we also explore this by having our students take the … Why Learn in Public? A Valentine’s Day Special
For two days, I sat glumly in a higher-powered meeting of program directors for a famous philanthropic organization frustrated that I was unable to log in to my laptop to be able to do the exercises others were doing around me. It was a very simple log in: “Username: Guest Password: Guest@0000.” I tried … You Want to Know What It Really Feels Like To Be Learning Disabled?
This week, “A Bill of Rights and Principles for Learning in the Digital Age,” a document co-authored by Cathy and colleagues throughout the public and private sectors, was released in the hopes of galvanizing a conversation surrounding the considerations and rights of online learners. Inside HigherEd reports on the reception of this document: It was probably … Inside HigherEd: Digital Learning, for the Learners
Inside HigherEd’s Serena Golden recently profiled the Modern Language Association’s “Avenues of Access: Digital Humanities and the Future of Scholarly Communication” panel. As part of the presentation, Cathy gave a talk entitled “Access Demands A Paradigm Shift.” Here’s what Golden had to say about Cathy’s presentation which parsed questions of scale and access in the digital … Inside HigherEd: MLA's Big (Digital) Tent
Yesterday, a group of us went public with a document we’ve been working on, together and collaboratively, since December 13, 2012: Our “Bill of Rights and Principles for Learning in a Digital Age.” The reason I signed on to this project is because the attention to online learning is grabbing everyone’s attention without necessarily inspiring … Why Do We Need a Bill of Rights for Learners Today?
Prof. Jonathan Sterne, an associate professor of Art History and Communication Studies at McGill University, recently read Cathy’s book Now You See It in preparation for his fall course load. The book spurred an in-depth consideration of multiple choice testing. Sterne shared his ruminations on The Chronicle of Higher Education’s ProfHacker blog. You can read the full text below … The Chronicle of Higher Education: Multiple Choice Exam Theory
Reblogged from Inside Higher Ed Why Students Gripe About Grades January 7, 2013 – 3:00am By Cathy Davidson You are the best teacher in the world and you’ve just turned in your grades for the best class you’ve ever taught. If you are a college professor you know what comes next: the barrage of complaints … Inside Higher Ed: Why Students Gripe About Grades