Category Archives: MOOCs

Deltakere søkes til storskala utprøving av virtuell matematikkskole

Senter for IKT i utdanningen starter norsk “skole-MOOC” i matematikk, med fokus både på elever som trenger ekstra støtte og på elever som søker ekstra utfordringer. Målgruppen for det første pilotprosjektet er de elevene som starter 10. trinn høsten 2013 og som utmerker seg ved å være spesielt sterke i matematikk. Dette er spennende!

 

 

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Stanfordprofessor om MOOCs og om skolesystemet i USA

Keith Devlin (matematikkprofessor ved Stanford) blogger om sine erfaringer fra å undervise en MOOC i “Introduction to Mathematical Thinking”. Her er det mye interessant å lese om selve MOOC-konseptet (som June Breivik også har skrevet mye om), men enda mer interessant syntes jeg det var å lese om Devlin’s syn på det amerikanske skolesystemet. Her er noen sitater:

First, many forum posters  seem to view education as something done to them, by other people who are in control. This is completely wrong, and is the opposite of what you will find in a good university (and a very small number of excellent K-12 schools).  ”To learn” is an active verb. The focus should be creating an environment where the student can learn, wants to learn, and can obtain the support required to do so. There is no other way, and anyone who claims to do anything more than help you to learn is trying to extract money from you.

Second, there is a common view of education as being primarily about getting grades on tests – generally by the most efficient means (which usually means by-passing real learning). In education, tests are metrics to help the student and the instructor gauge progress. That does not prevent tests being used to assess achievement and provide credentials, but that is something you do after an educational experience is completed. Their use within the learning process is different, and everyone involved in education – students, instructors, parents, bureaucrats, and politicians – needs to be aware of the distinction.

Even worse, is the belief that a test grade of less than 90% is an indication of failure, often compounded by the hopeless misconception that activities like mathematics depend mostly on innate talent, rather than the hours of effort that those of us in the business know is the key. (Check out Carol Dweck’s Mindset research or read Malcolm Gladwell’s book Blink. Better still, read both.)

Videre siterer han fra en student som føler for å gi opp etter å ha fått bare 35% riktig på første prøven, og skriver om denne:

In this case, I looked at other posts from this student and as far as I can tell (this is hard when done remotely over the Internet) she is smart and shows every indication she can do fine in mathematics. In which case, I take her comment as an indication of the total, dismal failure of the education system she has hitherto been subjected to. No first-line education system should ever produce a graduate who feels like that.

Certainly, in learning something new and challenging, getting over 30% in the first test, less than a week after meeting it for the first time, is good. In fact, if you are in a course where you get much more than that so quickly, you are clearly in the wrong course.

Se også resten av bloggposten, for eksemplet Thomas Edison med mere…