Where European capitals struggle, people organize to save this corner of the world one Facebook post at a time, turning good intentions into real humanitarian service. More at foreignpolicyblogs.com
My latest at the Foreign Policy Association
All your help made possible our article here in Educause Review – following a great discussion at the the 2016 Ann Ferren Conference. You can watch the panel here, or see the PowerPoint. Special thanks to Dr Melissa Scholes Young, Sarah McKinley ’19, and Chandler Randol ’18. More from the Ann Ferren Conference is here. Thanks again for all your help. And from a prior presentation on MOOCs.
Help! In preparation for a conference on teaching and learning, a couple of us are asking students: online courses are popular with students, but what do they like and not like about those courses?
If you’ve taken an online course (esp. from a college/university), please take a few minutes to share your thoughts about any or all of these questions. Please post (anonymously, if you like) at the bottom of this page. And please share with a friend! Thanks very much–
Why did you choose to take an online course? Convenience (“location”)? Asynchronous (any time)? Course topic? Requirement (graduate early, etc.)? or a combination of these, or something else?
Did you expect the course to be easier or more difficult than a regular course? Was it?
What was the best surprise of the online-aspects of the course? Not “the book was good,” but something about the course’s “online-ness.”
What was most disappointing about the course? Not “the book was bad,” but something about the course’s “online-ness.”
Material was presented in a variety of ways: assigned books in hard-copy, online readings, instructor’s videos (on Blackboard, YouTube, etc.), third-party videos (C-SPAN, Disney, YouTube, etc.), instructor’s online PowerPoints or other written notes, etc. Which of these was most helpful/effective? Which of these was least helpful/effective?
How was the “classroom community”? What efforts were made to facilitate discussion among students? What worked, what didn’t?
You have an audience of online instructors – mostly regular university professors who sometimes teach online, or who are about to teach online for the first time. What is the most important thing for them to know?
Thank you so much – please share with a friend or friends – and thanks again!
(Your comments may not appear right away – thanks)
The 20th anniversary of the Dayton Accords (November 21, 1995) is much in the news. Continuing trouble in divided societies like Iraq, Syria, Ukraine and elsewhere illustrates how significant was the Dayton agreement that ended the war in Yugoslavia. But many questions remain.
The task for the EU, for Bosnia’s benefit and for its own, is to help Bosnia find a new path forward.
“Should not be underestimated”
Democratic presidential candidate Martin O’Malley spoke yesterday in Washington about his proposed reforms for Wall Street.
The former Maryland governor had three talking points: advocating a 21st century Glass Steagall Act, additional regulatory reforms, and an increase in prosecution of leaders at “mega big banks” he called “too big to fail, too big to jail.”
Norman Angell and Alfred Thayer Mahan argued more than a century ago that globalization and new technologies were challenging economic and security interests. Mahan’s warnings seemed to be born out by WWI, WWII, and the Cold War. Angell’s optimism was reflected by the emergence of the ECSC/EC/EU, and the surge of democracies and trade by the 1990s. In this century, though, Mahan seems resurgent, in Russia and China’s naval expansions and in cyberspace.
In Schenck v. United States (1919). Justice Oliver Wendell Holmes, Jr. wrote in the unanimous opinion, “The most stringent protection of free speech would not protect a man in falsely shouting fire in a theatre….” Does posting insulting (or any) depictions of the Prophet Muhammad on city buses and trains create a “clear and present danger”?