新編研究生綜合英語教程UNIT8潘海英市公開課金獎市賽課一等獎?wù)n件

新編碩士綜合英語教程

AdvancedEnglishforGraduateStudents:

GeneralSkills&AcademicLiteracy第1頁UnitEight

Education第2頁TextATheMOOCBubbleandtheAttackonPublicEducationTextB

UniversitiesandTheirFunction第3頁IfapracticalendmustbeassignedtoaUniversitycourse,itisthatoftraininggoodmembersofsociety.Itsartistheartofsociallife,anditsendisfitnessfortheworld.Itneitherconfinesitsviewtoparticularprofessionsontheonehand,norcreatesheroesorinspiresgeniusontheother.Butauniversitytrainingisthegreatbutordinarymeanstoagreatbutordinaryend;itaimsatraisingtheintellectualtoneofsociety,atcultivatingthepublicmind,atpurifyingthenationaltaste,atsupplyingtrueprinciplestopopularenthusiasmandfixedaimstopopularaspiration,atgivingenlargementandsobrietytotheideasoftheage,atfacilitatingtheexerciseofpoliticalpower,andrefiningtheintercourseofprivatelife.

Overview第4頁Itistheeducationwhichgivesamanaclear,consciousviewofhisownopinionsandjudgments,atruthindevelopingthem,aneloquenceinexpressingthem,andaforceinurgingthem.??

Itisfromthebook

TheIdeaofaUniversity

byJohnHenryNewman,第5頁

BackgroundInformation

Pre-readingQuestions

TextA

TheMOOCBubbleandtheAttackonPublicEducation

Vocabulary

ExercisesTextATheMOOCBubbleandtheAttackonPublicEducationContents第6頁1.InformationaboutMOOCs2.AttitudetowardsMOOCs3.CulturalBackgroundInformationBackgroundInformation第7頁l.ComprehensionIIWordStudyIIIClozeVWritingExercisesIVTranslation第8頁IComprehension

1.AnswerQuestions2.Paraphrase第9頁IVTranslation1.EnglishTranslation2.ChineseTranslation第10頁MOOC-MassiveOpenOnlineCourse1.Massive,open,onlinecourses(knownasMOOCs)areshortcoursesthataredeliveredonlineforfree.

Theydon'thaveanyentryrequirementsandareopentoanyoneanywhereintheworldwithaninternetconnection.MOOCsletyoutofitlearningintoyourlife.Theygiveyoutheflexibilitytochoosewhenandwhereyoustudy-supportingyoutomanageyourstudiesalongsideyourworkorothercommitments.IfyouhaveaninternetconnectionMOOCsallowyoutoaccessqualityeducationforfree.Background1.InformationabouttheMOOCs第11頁2.MOOCsareclassesthataretaughtonlinetolargenumbersofstudents,withminimalinvolvementbyprofessors.Typically,studentswatchshortvideolecturesandcompleteassignmentsthataregradedeitherbymachinesorbyotherstudents.Thatwayaloneprofessorcansupportaclasswithhundredsofthousandsofparticipants.Background1.InformationabouttheMOOCs第12頁3.A

MOOC

isamodelof

educationaldelivery

thatis,tovaryingdegrees,massive,open,online,andacourse.MostMOOCsarestructuredsimilartotraditionalonlinehighereducationcoursesinwhichstudentswatchlectures,readassignedmaterial,participateinonlinediscussionsandforums,andcompletequizzesandtestsonthecoursematerial.Theonlineactivitiescanbe

augmentedbylocalmeet-ups

amongstudentswholivenearoneanother.MOOCsaretypicallyprovidedbyhighereducationinstitutions,oftenin

partnershipwith“organizers”

suchasCoursera,edX,andUdacity,thoughsomeMOOCsarebeingoffereddirectlybyacollegeoruniversity.MOOCsarisefromtheconfluenceofseveralimportanttrends,andtheyraiseimportantquestionsandsparkessentialconversationsabout

curriculumdesign,accreditation,

whatconstitutesavalidlearningexperience,andwhohasaccesstohighereducation.Background1.InformationabouttheMOOCs第13頁1.AdvocatesofMOOCshavebigambitions,andthatmakessomecollegeleadersnervous.They'reespeciallyworriedabouthavingtocompetewithfreecoursesfromsomeoftheworld’smostexclusiveuniversities.Ofcourse,westilldon'tknowhowmuchthecourseswillchangetheeducationlandscape,andthereareplentyofskeptics.Background2.AttitudetowardsMOOCs第14頁2.MOOCs,ascurrentlydesigned,addresstwoofthethreechallengesfacingpostsecondaryeducation:accessandcost.MOOC-baseddegreeprogramswouldnotonlydemocratizeeducation,buttheirscalabilitywouldhelpendtheunsustainabletrajectoryoftuition.Theyareaneffectiveremedytothe"costdisease"plaguinghighereducation12

andaviablesolutiontotheproblemofprovidingglobalaccesstoeducationalcredentials.Background2.AttitudetowardsMOOCs第15頁3.Aturningpoint

willoccurinthehighereducationmodelwhena

MOOC-basedprogram

ofstudyleadstoa

degreefromanaccreditedinstitution

—atrendthathasalreadybeguntodevelop.Addressingthe

qualityofthelearningexperience

thatMOOCsprovideisthereforeofparamountimportancetotheircredibilityandacceptance.MOOCsrepresentapostindustrialmodelofteachingandlearningthathasthepotentialto

undermineandreplacethebusinessmodel

ofinstitutionsthat

dependonrecruitingandretainingstudents

forlocation-bound,proprietaryformsof

campus-basedlearning.Background2.AttitudetowardsMOOCs第16頁1.ThefirstMOOCsemergedfromtheopeneducationalresources(OER)movement.ThetermMOOCwascoinedinbyDaveCormierofthe

UniversityofPrinceEdwardIsland

andSenior

ResearchFellow

BryanAlexanderoftheNationalInstituteforTechnologyinLiberalEducationinresponsetoacoursecalledConnectivismandConnectiveKnowledge(alsoknownasCCK08).MOOCsarewidelyseenasamajorpartofalarger

disruptiveinnovation

takingplaceinhighereducation.Inparticular,themanyservicesofferedundertraditionaluniversitybusinessmodelsarepredictedtobecome

unbundled

andsoldtostudentsindividuallyorinnewlyformedbundles.Theseservicesincluderesearch,curriculumdesign,andcontentgeneration(suchastextbooks).ByJunemorethan1.5millionpeoplehadregisteredforclassesthroughCoursera,Udacityand/oredX.ByOctober,Courseraenrollmentcontinuedtosurge,surpassing5million,whileedXhadindependentlyreached1.3million.3.CulturalBackgroundInformation第17頁2.KhanAcademyAnonprofitorganizationfoundedbytheMITandHarvardgraduateSalmanKhan.KhanAcademybeganinasanonlinelibraryofshortinstructionalvideosthatMr.Khanmadeforhiscousins.Thelibrary—whichhasreceivedfinancialbackingfromtheBill&MelindaGatesFoundationandGoogle,aswellasfromindividuals—nowhostsmorethan3,000videosonYouTube.KhanAcademydoesnotprovidecontentfromuniversities,butitdoesofferautomatedpracticeexercises,anditrecentlyofferedacurriculumofcomputer-sciencecourses.Muchofthecontentisgearedtowardsecondary-educationstudents.3.CulturalBackgroundInformation第18頁3.edXAnonprofiteffortrunjointlybyMIT,Harvard,andBerkeley.Leadersofthegroupsaytheyintendtoslowlyaddotheruniversitypartnersovertime.edXplanstofreelygiveawaythesoftwareplatformitisbuildingtoofferthefreecourses,sothatanyonecanuseittorunMOOCs.3.CulturalBackgroundInformation第19頁4.CourseraAfor-profitcompanyfoundedbytwocomputer-scienceprofessorsfromStanford.Thecompany’smodelistosigncontractswithcollegesthatagreetousetheplatformtoofferfreecoursesandtogetapercentageofanyrevenue.Morethanadozenhigh-profileinstitutions,includingPrincetonandtheU.ofVirginia,havejoined.3.CulturalBackgroundInformation第20頁5.UdacityAnotherfor-profitcompanyfoundedbyaStanfordcomputer-scienceprofessor.Thecompany,whichworkswithindividualprofessorsratherthaninstitutions,hasattractedarangeofwell-knownscholars.UnlikeotherprovidersofMOOCs,ithassaiditwillfocusallofitscoursesoncomputerscienceandrelatedfields.5.UdacityAnotherfor-profitcompanyfoundedbyaStanfordcomputer-scienceprofessor.Thecompany,whichworkswithindividualprofessorsratherthaninstitutions,hasattractedarangeofwell-knownscholars.UnlikeotherprovidersofMOOCs,ithassaiditwillfocusallofitscoursesoncomputerscienceandrelatedfields.3.CulturalBackgroundInformation第21頁6.Connectivism,anewtheoryoflearningforthedigitalage,isnotwidelyaccepted.Verhagenarguedthatconnectivismisrathera“pedagogicalview.”Connectivismwasintroducedinbytwopublications,Siemens’Connectivism:LearningasNetworkCreationandDownes’AnIntroductiontoConnectiveKnowledge.Connectivismisahypothesisoflearningwhichemphasizestheroleofsocialandculturalcontext.Summarizingconnectivistteachingandlearning,Downesstates:“toteachistomodelanddemonstrate,tolearnistopracticeandreflect.”In,SiemensandDownesdeliveredanonlinecoursecalled“ConnectivismandConnectiveKnowledge.”Itcoveredconnectivismascontentwhileattemptingtoimplementsomeoftheirideas.Thecoursewasfreetoanyonewhowishedtoparticipate,andoverpeopleworldwideenrolled.3.CulturalBackgroundInformation第22頁? MOOCsaretakingtheworldbystorm,butwhatexactlyisaMOOC?Andwouldyouliketosignup?? Doyouthinkuniversitiescansurvivethedigitalrevolution?? WhatisthedifferencebetweenordinaryopenonlinecoursesandMOOCs?? WhatdoyouthinkofthefutureofMOOC?Pre-readingQuestions第23頁TheMOOCBubbleandtheAttackonPublicEducation

.AaronBady第24頁1 Inthelastyear,MOOCs?havegottenatremendousamountofpublicity.LastNovember,theNewYorkTimesdecidedthatwas“theYearoftheMOOC,”andcolumnistslikeDavidBrooksandThomasFriedmanhaveproclaimedadnausea

thattheMOOC“revolution”isa“tsunami”thatwillsoontransformhighereducation.AsaTimecoverarticleonMOOCsputit—inarhetoricalflourishthathasbecomeatrulydeadcliché

—“CollegeisDead.LongLiveCollege!”TextATheMOOCBubbleandtheAttackonPublicEducation?AaronBady?`第25頁1.去年，“大規(guī)模在線開放課程”得到了廣泛宣傳?！都~約時報》去年11月份時曾把年稱為“大規(guī)模在線開放課程之年”。撰稿人大衛(wèi)·布魯克斯和托馬斯·弗萊德曼反重復(fù)復(fù)直至令人作嘔地稱道大規(guī)模在線開放課程引發(fā)“教育革命”是一場“海嘯”，將在短時間內(nèi)在高等教育中引發(fā)變革。正如《時代周刊》里一篇抨擊大規(guī)模在線開放課程文章中指出——在這個修辭學(xué)蓬勃發(fā)展時代，大規(guī)模在線開放課程已經(jīng)真正地成為了一個毫無生命力陳詞濫調(diào)——大學(xué)已死，大學(xué)萬歲！”第26頁2 .Whereisthe

hypecomingfrom?Ontheonehand,highereducationisripefor“disruption”—touseClaytonChristensen’stheoryof“disruptiveinnovation”?—becausethereisareal,systemiccrisisinhighereducation,onethatoffersnoapparentor

immanentsolution.It’shardtoimaginehowthestatusquocansurviveifyouextendcurrenttrendsforwardintothefuture:howdoeshighereducationasweknowitcontinueiftuitionfeesandstudentdebtcontinuetoskyrocketwhilestatefundingcontinuestoplunge?Atwhatpointdoesthesystemsimplybreakdown?Somethinghastogive.第27頁2.炒作從何而來？首先，高等教育利用克萊頓·克里斯坦森“顛覆性創(chuàng)新”理論“中止”時機(jī)已經(jīng)成熟。因?yàn)楦叩冉逃嬖谝粋€真正系統(tǒng)性危機(jī)，沒有些人能為此提出顯而易見或內(nèi)在處理方案。極難想象假如你把當(dāng)前趨勢向前延伸至未來，這一現(xiàn)實(shí)狀況能否存在下去，即假如學(xué)費(fèi)連續(xù)上漲，學(xué)生債務(wù)日漸加重，而國家用于教育資金繼續(xù)下調(diào)，那我們所知道高等教育將怎樣繼續(xù)？該體系將會在什么時候完全瓦解掉？一些東西不得不得做出讓步。第28頁3. Atthesametime,thespeedatwhichanobscureformofnon-credit-basedonlinepedagogy

hasgonesomassivelymainstreamdemonstratesthelevelofinvestmentthatavarietyofpowerfulpeopleandinstitutionshavemadeinit.TheMOOCrevolution,ifitcomes,willnotbetheresultofagroundswell

ofdissatisfactionfelicitouslyfindingatechnologythatnaturallysolvesproblems,norsomeversionofthemarket’sinvisiblehand.It’satsunamipoweredbytheinterestedspeculationofinterestedpartiesinaparticularindustry.MOOCsare,andwillbe,bigbusiness,andthewaythattheirmakersseeprofitabilityattheendofthetunneliswhatgivesthemtheirparticularshape.第29頁3 .與此同時，一個沒有良好信用做基礎(chǔ)網(wǎng)絡(luò)教育學(xué)形式發(fā)展如此迅猛而成為主流，揭露了種種享受權(quán)力人與機(jī)構(gòu)在此方面投資程度之高。大規(guī)模在線開放課程革命假如到來話，將既不會是心懷不滿公眾找尋處理問題技術(shù)結(jié)果，也不會是市場某種無形之手在起作用。這是一個特定產(chǎn)業(yè)中利益集團(tuán)投機(jī)行為引發(fā)海嘯。大規(guī)模在線開放課程現(xiàn)在是，未來也會成為大產(chǎn)業(yè)，它創(chuàng)造者看到了它背后巨大利潤，而也正是如此也賦予這個課程詳細(xì)形式。第30頁4 .Afterall,whenthetermitselfwascoinedin—MOOC,forMassivelyOpenOnlineCourse—itdescribedaratherdifferentkindofproject.DaveCormiersuggestedthenameforanexperimentinopencoursewarethatGeorgeSiemensandStephenDowneswereputtingtogetherattheUniversityofManitoba,aclassof25studentsthatwasopeneduptoover1,500onlineparticipants.Thetsunamithatmadelandinbearsalmostnoresemblancetothatrelativelysmall—andverydifferentlyorganized—effortatablendedclassroom.ForCormier,Siemens,andDownes,thefirstMOOCwaspartofalong-runningengagementwithconnectivistprinciplesofeducation,theideathatwelearnbestwhenwelearncollaboratively,innetworks,becausetheprocessoflearningislessaboutacquiringnewknowledge“content”thanaboutbuildingthesocialandneuralconnectionsthatwillallowthatknowledgetocirculate,beused,andtogrow.第31頁4 .畢竟于年，MOOC—大規(guī)模在線開放課程，這一術(shù)語問世時，它就描述了一個截然不一樣項(xiàng)目。戴夫·科米爾指出，在開放式課件中這個試驗(yàn)名稱由喬治?西門子和斯蒂芬·唐斯在加拿大曼尼托巴大學(xué)組合起來，他還提到一個可容納25個學(xué)生班級已面向超出1500個在線參加者開放。于20登陸海嘯與相對小型，致力于組織起來完全不一樣混合課堂幾乎沒有相像之處。對于科米爾,西門子和唐斯來說，首次大規(guī)模在線開放課程是在教育中“聯(lián)結(jié)者標(biāo)準(zhǔn)”中一部分。這個觀念就是我們說網(wǎng)絡(luò)合作，因?yàn)閷W(xué)習(xí)過程與其說是獲取新知識“內(nèi)容”，不如說是構(gòu)建社會和神經(jīng)脈絡(luò)，從而使知識能傳輸，利用以及擴(kuò)展。第32頁ThisfirstMOOCwasanchoredbywhatDaveCormierhascalled“eventedness”—thefactthatitwasaprojectsharedamongparticipants,withinadefinablespaceandtime—butitsoutcomesweretobefluidandopen-endedbydesign.Thegoalwastocreateaneducationalprocessthatwouldbeasexploratoryandcreativeasitsparticipantschosetomakeit.Moreimportantly,itwasaboutbuildingasenseofcommunityinvestmentinaparticularproject,afundamentallysocially-drivenenterprise.第33頁首次大規(guī)模在線開放課程已經(jīng)被戴夫·科米爾稱之為“大事件”而固定住了，實(shí)際上，它是一個在限定空間和時間內(nèi)有參加者共享項(xiàng)目。不過因?yàn)樵O(shè)計(jì)原因，其結(jié)果將會是流動和開放。此目標(biāo)就是創(chuàng)建一個讓參加者感覺含有探索性和創(chuàng)造力教育過程。更主要是，它是建立一個在特定項(xiàng)目上，根本上由社會機(jī)制驅(qū)動團(tuán)體投資意識。第34頁5. TheMOOCsthatemergedinlookverydifferent,startingwiththeircentralnarrativesof“disruption”and“un-bundling.”Insteadofbuildingnetworks,theneoliberal

MOOCisdrivenbyadesiretoliberateandempowertheindividual,breakingapartactually-existingacademiccommunitiesandrefocusingontheindividual’sacquisitionofknowledge.TheMOOCsbeingpraisedbyutopiantechnologistsintheNewYorkTimesappeartobethediametric

oppositeofwhatSiemens,Downes,andCormiersaidtheyweretryingtocreate,eveniftheydeploy

someofthesameidealisticrhetoric.Traditionalcoursesseektotransfercontentfromexperttostudentinalectureorseminarsetting.TheoriginalMOOCsstemmedfromaconnectivistdesiretodecentralize

andde-institutionalizethetraditionalmodel,creatingfundamentallyopenandopen-endednetworksofcirculationandcollaboration.第35頁5. 源于“破壞”與“非捆綁”中央集權(quán)，年出現(xiàn)大規(guī)模在線開放課程看起來是相當(dāng)不一樣。新自由主義形式大規(guī)模在線開放課程，不以構(gòu)建網(wǎng)絡(luò)為目標(biāo)，而是要解放和賦予個體力量，將真正存在學(xué)術(shù)社群分崩離析，重新聚焦于個人知識取得。由《紐約時代》含有烏托邦理想技術(shù)教授推崇大規(guī)模在線開放課程與西門子，唐斯和科米爾所創(chuàng)造課程完全相反，即使他們都使用了相同理想主義華麗辭藻。傳統(tǒng)課程尋求經(jīng)過講座或研討會形式將內(nèi)容從教授傳遞給學(xué)生。而大規(guī)模在線開放課程起源于連接主義者集權(quán)分散以及傳統(tǒng)模式非制度化，從而創(chuàng)建根本上開放，無限制，循環(huán)協(xié)作網(wǎng)絡(luò)。第36頁Incontrast,theMOOCswhicharenowbeingdevelopedbySiliconValleystartupsUdacityandCoursera,aswellasbynon-profitinitiativeslikeedX,aimtodoexactlythesamethingthattraditionalcourseshavealwaysdone—transfercoursecontentfromexperttostudent—onlytodosomassivelymorecheaplyandonamuchlargerscale.Farfromde-institutionalizingeducationormakinglearninglesshierarchical,someofthemostprestigiousinstitutionsofhigherlearningintheworldaretreatingtheMOOCasalifeline

introubledeconomicwaters,

leveraging“super-professors”tomaintaintheirpositionofexcellenceatoptheeducationalfield,andevencreatingnewhierarchicalarrangementsamonguniversities.TheedXinitiative,forexample,istheeffortbyuniversitieslikeHarvardandMITtomarkettheirowncoursestootheruniversities.TradingontheHarvardandMITname,edXiscreatingnew

revenuestreamsonthebacksoflessprestigiousinstitutions.第37頁與此相反，正由硅谷創(chuàng)業(yè)企業(yè)Udacity和Coursera,以及由像EDX非營利性組織倡議開發(fā)大規(guī)模在線開放課程，致力于與傳統(tǒng)課程一樣，即把課程內(nèi)容由教授傳遞給學(xué)生，只是更廣泛，更廉價，規(guī)模更大。與教育中非制度化不一樣或者為了使教育不那么等級分明，世界上一些最具聲望高等教育機(jī)構(gòu)將大規(guī)模在線開放課程看做是擺脫經(jīng)濟(jì)困境救命稻草。他們借力于“超級教授”來保持在教育領(lǐng)域中卓越地位，而這又重新形成了大學(xué)中等級劃分。比如，EDX就倡議像哈佛和麻省理工大學(xué)就能夠?qū)⑺麄冏约赫n程推銷給其它大學(xué)。以哈佛和麻省理工大學(xué)名聲為交易，EDX在不那么著名機(jī)構(gòu)支持下創(chuàng)造了新收入起源。第38頁6. CourseraandUdacityMOOCsarenotreally“connectivist”inthesensebywhichSiemensandDownesmeanttheterm.Forthepost-MOOC,learningistobeaprocessthatfocusesontheindividuallearner,whoacquiresnewknowledgeorskills,andisindividuallyresponsible(andgraded)onhowwellheorsheputsthatlearningintopractice.Asafullymarketized

commodity,thisMOOCisonlylegible

attheleveloftheindividual.第39頁6 .Coursera和Udacity大規(guī)模在線開放課程，嚴(yán)格說來并不是西門子和唐斯賦予該術(shù)語真正“連接主義者”含義。對于年后大規(guī)模在線開放課程，學(xué)習(xí)將會成為一個著重于個體學(xué)習(xí)過程。個體學(xué)習(xí)者取得新知識或技能，并針對個體實(shí)踐表現(xiàn)進(jìn)行評價。作為一個完全市場化商品，大規(guī)模在線開放課程只有在個體意義上才是清楚可辨和明確。第40頁7. Giventheserealities,IwouldsuggestthatMOOCsaresimplyanewwayofmaintainingthestatusquo,ofre-institutionalizinghighereducationinaneraofbudgetcuts,skyrocketingtuition,andunemployedcollegegraduatesburdenedbystudentdebt.IftheMOOCbeganintheclassroomasanexperimentalpedagogy,ithasswiftlymorphedintoaprocessdrivenfromthetopdown,imposedonfacultybyuniversityadministrators,orevenimposedonadministratorsbyuniversityboardsoftrusteesandregents.Foracademicadministratorsandpolicymakers,theMOOCphenomenonisallaboutdollarsandcents,aboutdoingmoreofthesamewithlessfunding.第41頁7 .鑒于這些事實(shí)，我認(rèn)為大規(guī)模在線開放課程只是一個維持現(xiàn)實(shí)狀況，在預(yù)算削減，學(xué)費(fèi)飛漲，負(fù)擔(dān)學(xué)費(fèi)債務(wù)重荷大學(xué)畢業(yè)生面臨失業(yè)時代高等教育再制度化新方式。假如大規(guī)模在線開放課程作為一個試驗(yàn)教學(xué)法，之前就開始應(yīng)用于課堂上話，它現(xiàn)已快速演變成一個自上而下驅(qū)動過程，并由大學(xué)行政人員強(qiáng)加給教師，又或者甚至由大學(xué)理事會及董事會強(qiáng)加給行政管理員結(jié)果。對于學(xué)術(shù)管理人員和政策制訂者來說，全部大規(guī)模在線開放課程現(xiàn)象都是關(guān)于美元（利益驅(qū)動），意在用更少資金來做更多一樣事情。第42頁AndwhileMOOC-boostersliketoderide

the“sageonthestage”modelofeducation-delivery—asifcrowdedlecturehallsareliterallytheonlykindofclassroomthereis—mostoftheactually-existingMOOCsbeingmarketedtodayarenotmuchmorethanamassiveandonlineversionofthatverysame“sageonthestage”model.ThroughedX,forexample,SanJoseStateUniversityisincorporatingvideosoflecturesbyHarvardprofessorsintoitsowncurriculuminanexplicitattempttobuildamodelthatcanthenbeexpandedthroughouttheCaliforniaStateUniversitysystem,thelargestpublicuniversitysystemintheworld.Butthatmodelissimplyamassiveexpansionofthelecture-basedcontentdeliverythattheMOOCboostersclaimtodespise.AndwhatcouldbemorehierarchicalthanahighprestigeuniversitylikeHarvardlecturingtoalessprestigiousinstitutionlikeSJSU?第43頁盡管大規(guī)模在線開放課程支持者喜歡嘲笑“舞臺上圣人”教育傳遞模式———好像擁擠演講廳確實(shí)是唯一一個課堂模式———大部分今天被市場化大規(guī)模在線開放課程與“舞臺上圣人”模式差不多。比如，經(jīng)過EDX，圣何塞州立大學(xué)正將哈佛教授們講座視頻納入到它自己課程當(dāng)中，并試圖建立一個能夠擴(kuò)展至整個加州州立大學(xué)系統(tǒng)——世界上最大公立大學(xué)教學(xué)系統(tǒng)——教學(xué)模式。但這種模型正是大規(guī)模在線開放課程支持者一直藐視，以講授為主來傳遞內(nèi)容大規(guī)模擴(kuò)展。有什么能比一個像哈佛那樣享受高尚威望大學(xué)給一個不那么著名機(jī)構(gòu)如SJSU(SanJoseStateUniversity)講學(xué)，更含有等級性？第44頁8. Indeed,forthoseofusinCalifornia,the“MOOCification”ofpublichighereducationlooksmorelikealand-rushthanatsunami,amassivegive-awayofpublicassetstoprivatecorporateinterests.SanJoseStateUniversityisliterallylocatedwithinSiliconValley,soit’snotsurprisingthatithastakentheleadinbuildingbridgesbetweeneducationalstartupsandpublichighereducation,outsourcing

someofitsownteachingtoedXontheonehandandpartneringwithUdacitytoofferonlinecoursesontheother.ButifCaliforniaiswhereeverythinghappensfirst,aswearesooftentold,thenweshouldbewatchingverycloselyhowthisstate’sgovernmentandSiliconValleyareusingMOOCfeverasacovertoprivatize

publichighereducationout第45頁8 .事實(shí)上，對于我們這些加州人來說，公立高等教育“慕課化MOOCification”看起來更像是一個大陸上交通高峰而不是海嘯，一種將公共資產(chǎn)大量退讓給私人公司利益妥協(xié)。圣何塞州立大學(xué)設(shè)在硅谷，所以，它率先在教育公司和公立高等教育之間修建橋梁并不奇怪，它一方面外包自己對EDX一些教學(xué)，其次與Udacity合作提供在線課程。但是，如果正如我們所知，加州事事先人一步話，那么我們應(yīng)該親密關(guān)注國家政府和硅谷如何利用人們對大規(guī)模在線開放課程狂熱來作掩護(hù)，從而使公立高等教育私有化。out第46頁ThereiscurrentlyabillpendingintheCalifornialegislature—SB520—whichwillrequireCalifornia’spublicuniversitiestoacceptcoursecreditfromselectedonlinecourseproviders,inhopesofeventuallyoutsourcingasmuchas20percentoftheircurricula.Muchofthisoutsourcingwilllikelygotofor-profitonlineinstitutions,thesectoroftheeducationindustrywhichconsistentlyproducestheworstresultsatthehighestcost.Studentretention

inthissectorislow,feesarehigh,andthequalityoflearningoutcomesispoor第47頁當(dāng)前加州立法機(jī)關(guān)有一個懸而未決SB520法案，這個法案需要加州公立大學(xué)接收來自所選在線課程提供學(xué)分，最終希望外包高達(dá)20%課程。很多這種外包將可能會轉(zhuǎn)向網(wǎng)上營利性機(jī)構(gòu)，教育行業(yè)一直以來以最高代價換取最糟糕結(jié)果。這一領(lǐng)域留住學(xué)生比率不是很高，不過費(fèi)用卻很高，學(xué)習(xí)結(jié)果也并不理想。第48頁9 .Toputitassimplyaspossible,theCalifornialegislatureproposestosolvearealsystemiccrisis—collapsingpublicresources,diminishingaffordability,andfallingcompletionratesinthestate’shighereducationsystem—bysendingitsstudentstoMOOCs.Tothebill’ssponsor,DarrelSteinberg,andtoGovernorJerryBrown,MOOCsseemlikeawin-winsolutiontoanintractablefiscalcrisis.Ontheonehand,studentswhoarelockedoutofoverenrolledcorecoursescancompletetheirdegreesbytakingthoseclasseswithanonlineprovider,possiblyevenatalowercosttostudentsandatnoextracosttothestate.Ontheotherhand,allowingSiliconValleystart-upslikeCourseraandUdacitytooffercoursesfortransfercreditintheCaliforniaStateandUniversityofCaliforniasystemswillgivethosecompaniesalegitimacyintheeducationmarketplacethattheyhaveneverhadbefore.第49頁9. 簡單地說，加州立法機(jī)關(guān)經(jīng)過讓學(xué)生參與大規(guī)模在線開放課程，提出一個解決真正系統(tǒng)危機(jī)——公共資源瓦解，負(fù)擔(dān)能力降低，國家高等教育體系中完成率下降——解決方案。對該法案發(fā)起人達(dá)雷爾·斯坦伯格，以及州長杰里·布朗來說，大規(guī)模在線開放課程似乎是一個解決棘手財政危機(jī)雙贏方案。一方面，由于過分參與核心課程而被困住學(xué)生可以經(jīng)過網(wǎng)絡(luò)供給商提供那些課程來完成他們學(xué)位，那些課程甚至可能對學(xué)生來說是較低成本，對國家來說是沒有額外費(fèi)用；其次，允許硅谷初創(chuàng)公司如Coursera和Udacity在加州和加利福尼亞大學(xué)體系中提供轉(zhuǎn)學(xué)分課程，這將在教育市場上給予這些公司之前從未有過正當(dāng)性。第50頁10 .AsUCSBprofessorandhighereducationcommentatorChrisNewfieldputitrecentlyinablogpost,thisbill—andtheassociatedMOOCfrenzy—is“astraightbusinessplay:”MOOCmomentumisbeingdrivennotbyeducationalneedorproventechnologicalachievementbutbyabusinesslobbywithconnectionsandresourcesasgoodasWallStreet’s,andwithabettersocialcause.Themovement’ssystematicexaggerations,thelackofconcernforimpactsonthepublicuniversityecosystem,thestagedbenevolencetowardsahostilecustomer—allarehallmarksnotoftechnicalorpedagogicalprogressbutofacarefullydesignedbusinessstrategy.第51頁10. 正如加州大學(xué)圣巴巴拉分校教授，高等教育評論員克里斯·新野最近公布一篇博文所說，這項(xiàng)法案和相關(guān)對大規(guī)模在線開放課程狂熱都是“直接商業(yè)運(yùn)作”：大規(guī)模在線開放課程勢頭不是由教育需求或已證實(shí)技術(shù)成就推進(jìn)，而是由一個與華爾街幾乎一樣有著關(guān)系和財力，含有很好社會動機(jī)商業(yè)來推進(jìn)。該運(yùn)動系統(tǒng)性夸大，缺乏對公立大學(xué)生態(tài)系統(tǒng)影響關(guān)注，對一個充滿敵意客戶表現(xiàn)仁慈——全部這些都不是技術(shù)或教學(xué)法進(jìn)步標(biāo)志，而是精心設(shè)計(jì)業(yè)務(wù)策略。第52頁11. Ifthisbillpasses,thewinnerswillbeSiliconValleyandtheausterity

hawks

intheCalifornialegislature:theformerwillhaveprivilegedaccesstothelargeststudentmarketinthestate,whilethelatterwillberelievedofthefinancialburdenofhavingtoeducatethestate’syoungpeople第53頁11 .假如該法案經(jīng)過，贏家將會是硅谷和加州立法機(jī)構(gòu)中緊縮鷹派：前者將優(yōu)先取得在該州最大學(xué)生市場，而后者將會因?yàn)榫徑饬私逃贻p人所負(fù)擔(dān)財政負(fù)擔(dān)感到欣慰。第54頁12 .Toputitquitebluntly,MOOCsareaspeculative

bubble,aproductbeingpumpedupandovervaluedbypro-businessgovernmentsupportandalotofhotairinthemedia.Likeallspeculativebubbles—especiallythosethatoriginateinSiliconValley—itwilleventuallyburst.Columnists,politicians,universityadministrators,andeducationalentrepreneurscanalltalkinsuchglowingtermsabouttheonrushingfutureofhighereducationonlybecauseithasn’thappenedyet;theMOOCcanstillbeallthingstoallpeoplebecauseitis,inthemostliteralsenseoftheword,aspeculationaboutwhatitmightsomedaybecome.Whilestudentsandprofessorsinvesttheirtimeandenergy,SiliconValleyisbettingthatMOOCswillbethenextbigthinginhighereducation,andpoliticianslikeCaliforniaGovernorJerryBrownareaggressivelypushingthestate’spublicuniversitiestoincorporateMOOC’sintotheircurriculum,gamblingthatmassive,open,andonlinecoursewarewillbethesolutiontothestate’scontinualcrisisinhighereducationfunding.第55頁12 .直接地說，大規(guī)模在線開放課程是一個投機(jī)泡沫，一個由親商政府支持和媒體炒作而產(chǎn)生并高估產(chǎn)品。像全部投機(jī)泡沫一樣——尤其是那些源自硅谷投機(jī)泡沫——它終將會破滅。專欄作家，政治家，大學(xué)管理者和教育企業(yè)家都在議論這些關(guān)于高等教育未來熱情洋溢措辭，這只是因?yàn)樗€未發(fā)生;大規(guī)模在線開放課程依然可認(rèn)為全部人做全部事，因?yàn)閺倪@個詞字面意義上說，它讓我們思索未來變化樣子。而當(dāng)學(xué)生和教授將自己時間和精力投注于此時候，硅谷打賭說大規(guī)模在線開放課程將會是高等教育中下一個大事件，像加州州長杰里·布朗這么政治家們都在主動推進(jìn)該州公立大學(xué)把大規(guī)模在線開放課程納入到他們課程中去，并確信巨大，開放和在線課件將成為解決該州高等教育經(jīng)費(fèi)持續(xù)危機(jī)方案。第56頁13. Ontario’shighereducationsystem,aswithmanyotherjurisdictionsaroundtheworld,sharesmanychallengeswithCalifornia:unsustainablestudentcosts,decliningpublicinvestment,andausterity-focusedpoliticians.CaliforniaisoftenheldupasanexampleforOntariotoemulate.So,iftheMOOCfrenzyhasnotfullyhitCanadayet,itissafetobetthatitwillbetheresoon.LikeCalifornia,Ontariomaybetemptedtotakeitschancesonaspeculativebubble,onethatdismantles

thepublicuniversityandprivilegesprivateinterests.It’sagamblewecan’taffordtolose.(1891words)第57頁13 .安大略省高等教育體系，正如世界各地許多其它司法管轄區(qū)一樣，與加州面臨許多共同挑戰(zhàn)：學(xué)生成本不可連續(xù)，公共投資降低，以財政緊縮為重點(diǎn)政客。加州經(jīng)常被樹立為榜樣讓安大略省效仿。所以，假如大規(guī)模在線開放課程狂潮還沒有完全入侵加拿大話，能夠必定說，它很快就會出現(xiàn)在那。像加利福尼亞州一樣，安大略省可能會傾向于抓住投機(jī)泡沫機(jī)會，即一個取消公立大學(xué)和給予一些私人利益集團(tuán)謀利機(jī)會。這是一場我們輸不起賭博。第58頁? ThetextistakenfromtheJournalofHigherEducation,Mayissue.? AaronBadyisadoctoralcandidateinEnglishliteratureattheUniversityofCaliforniaatBerkeley,andhewritesandtweetsforTheNewInquiryas@zunguzungu.Hebeginsapost-docappointmentattheUniversityofTexasatAustinthisfall.? MOOC(MassiveOpenOnlineCourse)isacourseofstudymadeavailableovertheInternetwithoutchargetoaverylargenumberofpeople.AnyonewhodecidestotakeaMOOCsimplylogsontothewebsiteandsignsup.Inadditiontotraditionalcoursematerialssuchasvideos,readings,andproblemsets,MOOCsprovideinteractiveuserforumsthathelpbuildacommunityforstudents,professors,andteachingassistants(TAs).Annotation

第59頁? DisruptiveInnovation,atermofartcoinedbyClaytonChristensen,describesaprocessbywhichaproductorservicetakesrootinitiallyinsimpleapplicationsatthebottomofamarketandthenrelentlesslymovesupmarket,eventuallydisplacingestablishedcompetitors.Annotation

第60頁OrganizationoftheText第61頁nauseumtsunamiclichéhypedisruptionimmanentstatusquocollaborativepedagogygroundswellanchorneoliberaldiametricdeploydecentralizehierarchicallifelineleveragerevenuestreammarketwiselegibleMorphderideOutsourceCoreVocabularyList第62頁privatizeretentionhallmarkausterityhawkspeculativeemulatedismantleCoreVocabularyList第63