Cathy authored this “Daily Focus” article for VoicesTODAY. You can read the full article on their website. On April 22, 1993, the computer scientists who developed the Mosaic 1.0 browser decided that the Internet should be available to all of us. Before that, it was mostly computer programmers, scientists, university professors and government officials … TODAY: Why Are We Teaching Likes It’s 1992?
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)
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?
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
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
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