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Comments on The University is Dead (all items)
Document uploaded 09-25-2002 01:46 PM ET (US)

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01:31 PM ET (US)
General comment
I wouldn't suggest getting an MBA in anything to be honest. These days you can learn anything you want for free if you desire it enough.

Criminal Law Utah
07:31 AM ET (US)
General comment
MBA in general is nowadays getting easy with competitive classes and correspondence course approaching day by day. But MBA in any condition its important for future progress. We should pursue MBA specially in marketing and finance.
bank po exams
01:26 AM ET (US)
General comment
MBA is a master's degree in business administration, which attracts people from a wide range of academic disciplines. The MBA designation originated in the United States, emerging from the late 19th century as the country industrialized and companies sought out scientific approaches to management. international mba in mumbai
02:30 PM ET (US)
General comment
WoGQSI Koane oior rvmcmbjwz wtmxrdx qfrauasqyy ihrrtti ddxyvyhoq vbtbhbniu.
05:49 AM ET (US)
Regarding item 60
ben reynolds
07:28 PM ET (US)
Regarding item 65
Jim wrote
professors will have to transform themselves into designers of learning experiences

Right on the money here. In fact, lectures were simply a technological improvement over individual F2F. What we have now is the ability to make a textbook accessible not just to an auditorium (L. loosely "room for listening") but (a la MIT) to the whole world. <http://www.cty.jhu.edu/cdw3>; for one example.
This change will really put the hurt on the droners. The paradigm shift here stops us all from yapping in front of a bunch of students. It requires that we explain better than the textbook. Or, that the textbook each professor creates be not just a recitation but an "extended explanation."
I think of these extended explanations as "expert systems." After X number of years, a prof begins to know not just the physical F2F gestures of "I don't get it" - subtle or obvious - but also the explanations that are Standard Operating Procedure (because the textbook is standardly insufficient). At some point, the prof can recite the extended explanation in her or his sleep. That's when the expert system comes into play:
Click Here if you want more information -- and there's the prof's extended explanation.
Note that this is different from pretty colors and streaming video, etc. I'm not interested in profs doing instructional design. I'm interested in capturing their wisdom and experience.
ben reynolds
07:15 PM ET (US)
Regarding item 64
I disagree with Jim's claim about enrollment any time. Although we do this on a daily (!) basis with our individually paced math courses <http://www.cty.jhu.edu/cde/math>;, it can't happen with coursess where a group is necessary. For example, our writing courses <http://www.cty.jhu.edu/cde/writing>; require a peer review workshop. Obviously, if you've got a huge group of appropriately qualified students from which to draw, you CAN do monthly or daily enrollments for group work. But, more reasonably, if you are drawing from a specific subgroup (our gifted jr. and sr. high students are a subgroup not unlike potential enrollees at MIT, Harvard, or UNC-CH, the other university of North Carolina [:-)] ), then you need a minimum number of enrollees per term in order to create a group.
Interestingly, this problem of enrollees for a group in order to form a workshop is an outgrowth of Internet-enabled courses. Until the arrival of Web-based courses, our tutors worked individually with students (still do via Postal Service and e-mail), but the ability to have virtual workshops of multiple students actually REQUIRES us to enroll a specific number of students per term. In turn, that requires that we have specific start dates when we think we can enroll enough students for a workshop. That turns out to be more than a month at a time.
ben reynolds
07:04 PM ET (US)
Regarding item 63
I don't disagree with Jim's thoughts here so much as want to shift the emphasis. [Disclaimer: I'm his virtual high school section editor for Technology Source.] F2F will never die - or at least, not for another 50 years - because F2F allows faster information transfer than anything computerized, including facial expressions, and all that other in-class physical gesture stuff. I buy the hybrid course biz, see <www.cty.jhu.edu/cdw3> for an example of my on-line course textbook. But the speed & complexity of F2F interaction is so far unrivaled, that I think all we're going to do is get rid of physical textbooks in favor of more versatile virtual textbooks. Humans will continue to do what they do best -- explain what students don't understand from the virtual textbook. See also my comments about #64 paragraph.
denise eastonPerson was signed in when posted
02:46 PM ET (US)
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