Comments on: Reimagining both learning & learning institutions http://www.nilspeterson.com/2010/03/21/reimagining-both-learning-learning-institutions/ Exploring learning & technologies from outside the university's walls Fri, 13 Aug 2010 15:10:19 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: nils_peterson http://www.nilspeterson.com/2010/03/21/reimagining-both-learning-learning-institutions/comment-page-1/#comment-80513 nils_peterson Thu, 25 Mar 2010 21:49:58 +0000 http://www.nilspeterson.com/?p=255#comment-80513 Here is an example of redesigning a program to deviler same-or-better student learning outcomes at half the cost http://www.insidehighered.com/views/2010/03/25/bassis Michael Bassis, President, Westminster College "I pulled together a team from our school of business and told them that the goal was to develop an undergraduate degree completion program in business that produced more and better learning at half the cost of our traditional program. " "After more than a year, the group had developed what we now describe as a low-residency, project- and competency-based program. Here students don’t take courses or earn grades. The requirements for the degree are for students to complete a series of projects, captured in an electronic portfolio, that mirror core activities in the business world. " "My institution will continue to experiment with different instructional designs until we find approaches that work for us. But I suspect we won’t have the luxury of time. There are enough for-profit and not-for-profit institutions that are quickly putting the pieces together to be in a position to mass-market multiple high-quality, low-cost degree programs that students of all types will find enormously attractive." Here is an example of redesigning a program to deviler same-or-better student learning outcomes at half the cost http://www.insidehighered.com/views/2010/03/25/bassis Michael Bassis, President, Westminster College

“I pulled together a team from our school of business and told them that the goal was to develop an undergraduate degree completion program in business that produced more and better learning at half the cost of our traditional program. ”

“After more than a year, the group had developed what we now describe as a low-residency, project- and competency-based program. Here students don’t take courses or earn grades. The requirements for the degree are for students to complete a series of projects, captured in an electronic portfolio, that mirror core activities in the business world. ”

“My institution will continue to experiment with different instructional designs until we find approaches that work for us. But I suspect we won’t have the luxury of time. There are enough for-profit and not-for-profit institutions that are quickly putting the pieces together to be in a position to mass-market multiple high-quality, low-cost degree programs that students of all types will find enormously attractive.”

]]> By: SC Spaeth http://www.nilspeterson.com/2010/03/21/reimagining-both-learning-learning-institutions/comment-page-1/#comment-80505 SC Spaeth Wed, 24 Mar 2010 15:45:56 +0000 http://www.nilspeterson.com/?p=255#comment-80505 You write, "This is all building toward the 10th week when participants will submit an “Evocation” (think of this as a thesis proposal)" Instead of a thesis proposal, I think it may be more accurate to think of it more like the business plan competitions that students in business programs enter. But this one focuses on Social Innovation rather than business innovation. http://en.wikipedia.org/wiki/Social_innovation Various institutions are sponsoring these kinds of competition, e. g. Dell sponsors the Dell Social Innovation Competition: "The Dell Social Innovation Competition operates like a business-plan competition, awarding seed funding directly to the student-led venture that best meets the judges’ criteria." http://www.dellsocialinnovationcompetition.com/HowItWorks The Dell site identifies university students as the primary audience. "In universities around the world, students like you explore countless ideas every day, including solutions to tackle social problems — and help people in need reach their fullest potential. If you have a world-changing idea, the University of Texas and Dell want you to share it by entering The Dell Social Innovation Competition." I would hope that the quality of the ideas and strength of the proposal would count more than affiliation with institutions. And some students who choose to participate in such competitions conclude the experience is the most valuable part of their learning. You write, “This is all building toward the 10th week when participants will submit an “Evocation” (think of this as a thesis proposal)”

Instead of a thesis proposal, I think it may be more accurate to think of it more like the business plan competitions that students in business programs enter. But this one focuses on Social Innovation rather than business innovation.
http://en.wikipedia.org/wiki/Social_innovation

Various institutions are sponsoring these kinds of competition, e. g. Dell sponsors the Dell Social Innovation Competition:

“The Dell Social Innovation Competition operates like a business-plan competition, awarding seed funding directly to the student-led venture that best meets the judges’ criteria.”
http://www.dellsocialinnovationcompetition.com/HowItWorks

The Dell site identifies university students as the primary audience.

“In universities around the world, students like you explore countless ideas every day, including solutions to tackle social problems — and help people in need reach their fullest potential. If you have a world-changing idea, the University of Texas and Dell want you to share it by entering The Dell Social Innovation Competition.”

I would hope that the quality of the ideas and strength of the proposal would count more than affiliation with institutions. And some students who choose to participate in such competitions conclude the experience is the most valuable part of their learning.

]]>