1. The document discusses low impact practices in higher education, such as courses where students are not asked to critically engage with material. It proposes making courses more "high impact" by integrating practices like undergraduate research, internships, and study abroad.
2. Examples from Elon University show how redesigning courses through student-faculty partnerships and interactive methods like "Reacting to the Past" can increase meaningful feedback and deep learning.
3. The traditional credit hour-based course may become obsolete as value in higher education shifts to aggregating, filtering, and connecting knowledge in more open and participatory ways online.
2. “ You know. It was taught as a Gen Ed course and I took it as a Gen Ed course.” Georgetown student, end of first year, focus group: reflecting a particular course in which, he claimed, he was not asked to engage with the material.
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9. So, if high impact practices are largely in the extra curriculum, then where are the low-impact practices?
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13. All of the above… Whether we turn to improving the quality of courses, or try harder to connect courses to experiences, “courses” will no longer be the bounded experiences they have been.
14. Range of responses Large enrollment courses designed as inquiry-based & participatory Michael Wesch, World History Simulation Using social tools at scale
15. Range responses Electronic portfolios Activities that link inside / outside Weblogs while studying abroad Community-based Course Connections
26. Tim Kastelle University of Queensland, “Successful Open Business Models” “ Successful Open Business Models on the Web” Aggregate Filter Tim Kastelle
27. Tim Kastelle University of Queensland, “Successful Open Business Models” Three Value-adding activities in the digital economy (e.g. Journalism, Music): Aggregate Filter Connect
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29. Shift in How We Add Value? AGGREGATE FILTER CONNECT
30. Shift in How We Add Value AGGREGATE FILTER CONNECT COURSE ERA POST-COURSE ERA
31. Tim Kastelle, “Successful Open Business Models” The lesson to take from the current states of both the music industry and journalism is that you have to have a clear understanding of how you’re creating value so that you build and protect the correct parts of your business model. Perhaps universities can learn this lesson before educational business models are disrupted as well.
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34. Salient Questions -- in a Constrained Fiscal Future? How do we make the formal curriculum more like informal learning? How do we make the formal curriculum more like -- more connected to – the extra-curriculum? Do we care?
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36. Learning and Feedback from Multiple Perspectives Flexibility with knowledge in open-ended contexts Deepening Disciplinary Understanding Sense of Personal and Intellectual Significance Student Learning Goals (Students develop…) A Sense of Audience and Voice Design Elements (Create opportunities for students to…) Engage with Authenticity and Difficulty Participate in an Intellectual Community Value process and product in learning Connect the Affective And the Cognitive Represent Knowledge For Others Social Pedagogies Student and Course Contexts Bass & Elmendorf, 2009
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