Hope Is Not a Strategy: On the Need to Design for T-outcomes
Jeffrey T. Grabill
The emergence of massively online open courses (MOOCs)—or at least the most recent, highly commercialized, and venture-funded versions of the MOOC—created yet another moment to question education, specifically how education happens and how humans adapt to these educational advances. Most reacted dismissively to the claims that MOOCs would be disruptive to higher education, yet their influence continues. MOOCs emphasized the underlying, almost tacit understanding that education is a function of information transfer—the delivery of “content” from an expert (teacher) to a novice (student).
Whether or not faculty find the notion that education is simply information ...
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