新编研究生综合英语教程UNIT8(潘海英).ppt

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1、,新编研究生综合英语教程Advanced English for Graduate Students:General Skills&Academic Literacy,Unit EightEducation,Text A The MOOC Bubble and the Attack on Public EducationText B Universities and Their Function,If a practical end must be assigned to a University course,it is that of training good members of so

2、ciety.Its art is the art of social life,and its end is fitness for the world.It neither confines its view to particular professions on the one hand,nor creates heroes or inspires genius on the other.But a university training is the great but ordinary means to a great but ordinary end;it aims at rais

3、ing the intellectual tone of society,at cultivating the public mind,at purifying the national taste,at supplying true principles to popular enthusiasm and fixed aims to popular aspiration,at giving enlargement and sobriety to the ideas of the age,at facilitating the exercise of political power,and r

4、efining the intercourse of private life.,Overview,It is the education which gives a man a clear,conscious view of his own opinions and judgments,a truth in developing them,an eloquence in expressing them,and a force in urging them.It is from the bookThe Idea of a Universityby John Henry Newman,Backg

5、round Information Pre-reading Questions Text A The MOOC Bubble and the Attack on Public Education Vocabulary Exercises,Text A The MOOC Bubble and the Attack on Public Education,Background Information,Exercises,MOOC-Massive Open Online Course1.Massive,open,online courses(known as MOOCs)are short cour

6、ses that are delivered online for free.They dont have any entry requirements and are open to anyone anywhere in the world with an internet connection.MOOCs let you to fit learning into your life.They give you the flexibility to choose when and where you study-supporting you to manage your studies al

7、ongside your work or other commitments.If you have an internet connection MOOCs allow you to access quality education for free.,Background,1.Information about the MOOCs,2.MOOCs are classes that are taught online to large numbers of students,with minimal involvement by professors.Typically,students w

8、atch short video lectures and complete assignments that are graded either by machines or by other students.That way a lone professor can support a class with hundreds of thousands of participants.,Background,1.Information about the MOOCs,3.AMOOCis a model ofeducational deliverythat is,to varying deg

9、rees,massive,open,online,and a course.Most MOOCs are structured similar to traditional online higher education courses in which students watch lectures,read assigned material,participate in online discussions and forums,and complete quizzes and tests on the course material.The online activities can

10、beaugmented by local meet-upsamong students who live near one another.MOOCs are typically provided by higher education institutions,often inpartnership with“organizers”such as Coursera,edX,and Udacity,though some MOOCs are being offered directly by a college or university.MOOCs arise from the conflu

11、ence of several important trends,and they raise important questions and spark essential conversations aboutcurriculum design,accreditation,what constitutes a valid learning experience,and who has access to higher education.,Background,1.Information about the MOOCs,1.Advocates of MOOCs have big ambit

12、ions,and that makes some college leaders nervous.Theyre especially worried about having to compete with free courses from some of the worlds most exclusive universities.Of course,we still dont know how much the courses will change the education landscape,and there are plenty of skeptics.,Background,

13、2.Attitude towards MOOCs,2.MOOCs,as currently designed,address two of the three challenges facing postsecondary education:access and cost.MOOC-based degree programs would not only democratize education,but their scalability would help end the unsustainable trajectory of tuition.They are an effective

14、 remedy to the cost disease plaguing higher education12and a viable solution to the problem of providing global access to educational credentials.,Background,2.Attitude towards MOOCs,3.A turning pointwill occur in the higher education model when aMOOC-based programof study leads to adegree from an a

15、ccredited institution a trend that has already begun to develop.Addressing thequality of the learning experiencethat MOOCs provide is therefore of paramount importance to their credibility and acceptance.MOOCs represent a postindustrial model of teaching and learning that has the potential toundermi

16、ne and replace the business modelof institutions thatdepend on recruiting and retaining studentsfor location-bound,proprietary forms ofcampus-based learning.,Background,2.Attitude towards MOOCs,1.The first MOOCs emerged from the open educational resources(OER)movement.The term MOOC was coined in 200

17、8 by Dave Cormier of theUniversity of Prince Edward Islandand SeniorResearch FellowBryan Alexander of the National Institute for Technology in Liberal Education in response to a course called Connectivism and Connective Knowledge(also known as CCK08).MOOCs are widely seen as a major part of a larger

18、disruptive innovationtaking place in higher education.In particular,the many services offered under traditional university business models are predicted to becomeunbundledand sold to students individually or in newly formed bundles.These services include research,curriculum design,and content genera

19、tion(such as textbooks).By June 2012 more than 1.5 million people had registered for classes through Coursera,Udacity and/or edX.By October 2013,Coursera enrollment continued to surge,surpassing 5 million,while edX had independently reached 1.3 million.,3.Cultural Background Information,2.Khan Acade

20、myA nonprofit organization founded by the MIT and Harvard graduate Salman Khan.Khan Academy began in 2006 as an online library of short instructional videos that Mr.Khan made for his cousins.The librarywhich has received financial backing from the Bill&Melinda Gates Foundation and Google,as well as

21、from individualsnow hosts more than 3,000 videos on YouTube.Khan Academy does not provide content from universities,but it does offer automated practice exercises,and it recently offered a curriculum of computer-science courses.Much of the content is geared toward secondary-education students.,3.Cul

22、tural Background Information,3.edXA nonprofit effort run jointly by MIT,Harvard,and Berkeley.Leaders of the group say they intend to slowly add other university partners over time.edX plans to freely give away the software platform it is building to offer the free courses,so that anyone can use it t

23、o run MOOCs.,3.Cultural Background Information,4.CourseraA for-profit company founded by two computer-science professors from Stanford.The companys model is to sign contracts with colleges that agree to use the platform to offer free courses and to get a percentage of any revenue.More than a dozen h

24、igh-profile institutions,including Princeton and the U.of Virginia,have joined.,3.Cultural Background Information,5.UdacityAnother for-profit company founded by a Stanford computer-science professor.The company,which works with individual professors rather than institutions,has attracted a range of

25、well-known scholars.Unlike other providers of MOOCs,it has said it will focus all of its courses on computer science and related fields.5.UdacityAnother for-profit company founded by a Stanford computer-science professor.The company,which works with individual professors rather than institutions,has

26、 attracted a range of well-known scholars.Unlike other providers of MOOCs,it has said it will focus all of its courses on computer science and related fields.,3.Cultural Background Information,6.Connectivism,a new theory of learning for the digital age,is not widely accepted.Verhagen argued that con

27、nectivism is rather a“pedagogical view.”Connectivism was introduced in 2005 by two publications,Siemens Connectivism:Learning as Network Creation and Downes An Introduction to Connective Knowledge.Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context.Summa

28、rizing connectivist teaching and learning,Downes states:“to teach is to model and demonstrate,to learn is to practice and reflect.”In 2008,Siemens and Downes delivered an online course called“Connectivism and Connective Knowledge.”It covered connectivism as content while attempting to implement some

29、 of their ideas.The course was free to anyone who wished to participate,and over 2000 people worldwide enrolled.,3.Cultural Background Information,MOOCs are taking the world by storm,but what exactly is a MOOC?And would you like to sign up?Do you think universities can survive the digital revolution

30、?What is the difference between ordinary open online courses and MOOCs?What do you think of the future of MOOC?,Pre-reading Questions,The MOOC Bubble and the Attack on Public Education.,Aaron Bady,1 In the last year,MOOCs have gotten a tremendous amount of publicity.Last November,the New York Times

31、decided that 2012 was“the Year of the MOOC,”and columnists like David Brooks and Thomas Friedman have proclaimed ad nausea that the MOOC“revolution”is a“tsunami”that will soon transform higher education.As a Time cover article on MOOCs put it in a rhetorical flourish that has become a truly dead cli

32、ch“College is Dead.Long Live College!”,Text A The MOOC Bubble and the Attack on Public Education,Aaron Bady,1.去年，“大规模在线开放课程”得到了广泛的宣传。纽约时报去年11月份时曾把2012年称为“大规模在线开放课程之年”。撰稿人大卫布鲁克斯和托马斯弗莱德曼反反复复直至令人作呕地称道大规模在线开放课程引发的“教育革命”是一场“海啸”，将在短时间内在高等教育中引起变革。正如时代周刊里的一篇抨击大规模在线开放课程的文章中指出在这个修辞学蓬勃发展的时代，大规模在线开放课程已经真正地成为了一个

33、毫无生命力的陈词滥调大学已死，大学万岁！”,2.Where is the hype coming from?On the one hand,higher education is ripe for“disruption”to use Clayton Christensens theory of“disruptive innovation”because there is a real,systemic crisis in higher education,one that offers no apparent or immanent solution.Its hard to imagine h

34、ow the status quo can survive if you extend current trends forward into the future:how does higher education as we know it continue if tuition fees and student debt continue to skyrocket while state funding continues to plunge?At what point does the system simply break down?Something has to give.,2.

35、炒作从何而来？一方面，高等教育运用克莱顿克里斯坦森的“颠覆性创新”理论“中断”的时机已经成熟。由于高等教育存在一个真正的系统性危机，没有人能为此提出显而易见或内在的解决方案。很难想象如果你把当前的趋势向前延伸至未来，这一现状能否存在下去，即如果学费持续上涨，学生债务日渐加重，而国家用于教育的资金继续下调，那我们所知道的高等教育将如何继续？该体系将会在什么时候完全崩溃掉？一些东西不得不得做出让步。,3.At the same time,the speed at which an obscure form of non-credit-based online pedagogy has gone s

36、o massively mainstream demonstrates the level of investment that a variety of powerful people and institutions have made in it.The MOOC revolution,if it comes,will not be the result of a groundswell of dissatisfaction felicitously finding a technology that naturally solves problems,nor some version

37、of the markets invisible hand.Its a tsunami powered by the interested speculation of interested parties in a particular industry.MOOCs are,and will be,big business,and the way that their makers see profitability at the end of the tunnel is what gives them their particular shape.,3.与此同时，一种没有良好信用做基础的网

38、络教育学形式发展的如此迅猛而成为主流，揭露了种种享有权力的人与机构在此方面投资程度之高。大规模在线开放课程革命如果到来的话，将既不会是心怀不满的公众找寻解决问题的技术的结果，也不会是市场某种无形之手在起作用。这是一个特定产业中利益集团的投机行为引发的海啸。大规模在线开放课程现在是，将来也会成为大产业，它的创造者看到了它背后的巨大利润，而也正是如此也赋予这个课程具体的形式。,4.After all,when the term itself was coined in 2008 MOOC,for Massively Open Online Course it described a rather

39、different kind of project.Dave Cormier suggested the name for an experiment in open courseware that George Siemens and Stephen Downes were putting together at the University of Manitoba,a class of 25 students that was opened up to over 1,500 online participants.The tsunami that made land in 2012 bea

40、rs almost no resemblance to that relatively small and very differently organized effort at a blended classroom.For Cormier,Siemens,and Downes,the first MOOC was part of a long-running engagement with connectivist principles of education,the idea that we learn best when we learn collaboratively,in ne

41、tworks,because the process of learning is less about acquiring new knowledge“content”than about building the social and neural connections that will allow that knowledge to circulate,be used,and to grow.,4.毕竟于2008年，MOOC大规模在线开放课程，这一术语问世时，它就描述了一个截然不同的项目。戴夫科米尔指出，在开放式课件中的这个试验名称由乔治西门子和斯蒂芬唐斯在加拿大曼尼托巴大学组合起来

42、的，他还提到一个可容纳25个学生的班级已面向超过1500个在线的参与者开放。于2012年登陆的海啸与相对小型，致力于组织起来完全不同的混合课堂几乎没有相像之处。对于科米尔,西门子和唐斯来说，首次大规模在线开放课程是在教育中“联结者原则”中的一部分。这个观念就是我们说的网络合作，因为学习的过程与其说是获取新知识的“内容”，不如说是构建社会和神经脉络，从而使知识能传播，运用以及扩展。,This first MOOC was anchored by what Dave Cormier has called“eventedness”the fact that it was a project shar

43、ed among participants,within a definable space and time but its outcomes were to be fluid and open-ended by design.The goal was to create an educational process that would be as exploratory and creative as its participants chose to make it.More importantly,it was about building a sense of community

44、investment in a particular project,a fundamentally socially-driven enterprise.,首次大规模在线开放课程已经被戴夫科米尔称之为“大事件”而固定住了，事实上，它是一个在限定的空间和时间内有参与者共享的项目。但是由于设计的因素，其成果将会是流动的和开放的。此目标就是创建一个让参与者感觉具有探索性的和创造力的教育过程。更重要的是，它是建立一种在特定项目上，根本上由社会机制驱动的团体投资意识。,5.The MOOCs that emerged in 2012 look very different,starting with

45、their central narratives of“disruption”and“un-bundling.”Instead of building networks,the neoliberal MOOC is driven by a desire to liberate and empower the individual,breaking apart actually-existing academic communities and refocusing on the individuals acquisition of knowledge.The MOOCs being prais

46、ed by utopian technologists in the New York Times appear to be the diametric opposite of what Siemens,Downes,and Cormier said they were trying to create,even if they deploy some of the same idealistic rhetoric.Traditional courses seek to transfer content from expert to student in a lecture or semina

47、r setting.The original MOOCs stemmed from a connectivist desire to decentralize and de-institutionalize the traditional model,creating fundamentally open and open-ended networks of circulation and collaboration.,5.源于“破坏”与“非捆绑”的中央集权，2012年出现的大规模在线开放课程看起来是相当不同的。新自由主义形式的大规模在线开放课程，不以构建网络为目的，而是要解放和赋予个体力量，

48、将真正存在的学术社群分崩离析，重新聚焦于个人的知识获得。由纽约时代具有乌托邦理想的技术专家推崇的大规模在线开放课程与西门子，唐斯和科米尔所创造的课程完全相反，即使他们都使用了相同的理想主义的华丽辞藻。传统课程寻求通过讲座或研讨会的形式将内容从专家传递给学生。而大规模在线开放课程起源于连接主义者集权分散以及传统模式的非制度化，从而创建根本上开放，无限制，循环协作的网络。,In contrast,the MOOCs which are now being developed by Silicon Valley startups Udacity and Coursera,as well as by

49、non-profit initiatives like edX,aim to do exactly the same thing that traditional courses have always done transfer course content from expert to student only to do so massively more cheaply and on a much larger scale.Far from de-institutionalizing education or making learning less hierarchical,some

50、 of the most prestigious institutions of higher learning in the world are treating the MOOC as a lifeline in troubled economic waters,leveraging“super-professors”to maintain their position of excellence atop the educational field,and even creating new hierarchical arrangements among universities.The