新编研究生综合英语教程UNIT8潘海英市公开课一等奖百校联赛获奖课件.pptx

新编硕士综合英语教程新编硕士综合英语教程Advanced English for Graduate Students:Advanced English for Graduate Students:General Skills&Academic LiteracyGeneral Skills&Academic Literacy第1页Unit EightUnit EightEducationEducation第2页Text A Text A The MOOC Bubble and the Attack The MOOC Bubble and the Attack on Public Educationon Public EducationText B Text B Universities and Their FunctionUniversities and Their Function第3页If a practical end must be assigned to a University course,it is that of training good members of society.Its art is the art of social life,and its end is fitness for the world.It neither confines its view to particular professions on the one hand,nor creates heroes or inspires genius on the other.But a university training is the great but ordinary means to a great but ordinary end;it aims at raising the intellectual tone of society,at cultivating the public mind,at purifying the national taste,at supplying true principles to popular enthusiasm and fixed aims to popular aspiration,at giving enlargement and sobriety to the ideas of the age,at facilitating the exercise of political power,and refining the intercourse of private life.Overview第4页It is the education which gives a man a clear,conscious view of his own opinions and judgments,a truth in developing them,an eloquence in expressing them,and a force in urging them.It is from the bookThe Idea of a Universityby John Henry Newman,第5页 Background Information Background Information Pre-reading QuestionsPre-reading Questions Text AText A The MOOC Bubble and the Attack on Public EducationThe MOOC Bubble and the Attack on Public Education VocabularyVocabulary Exercises Exercises Text A The MOOC Bubble and the Attack on Text A The MOOC Bubble and the Attack on Public EducationPublic EducationContents第6页1.Information about MOOCs1.Information about MOOCs2.Attitude towards MOOCs 2.Attitude towards MOOCs 3.Cultural Background Information3.Cultural Background InformationBackground Information Background Information 第7页l.Comprehensionl.ComprehensionII Word StudyII Word StudyIII ClozeIII ClozeV WritingV WritingExercisesExercisesIV TranslationIV Translation第8页I ComprehensionI Comprehension 1.Answer Questions1.Answer Questions 2.Paraphrase 2.Paraphrase第9页IV TranslationIV Translation1.English Translation1.English Translation2.Chinese Translation2.Chinese Translation第10页MOOC-Massive Open Online Course1.Massive,open,online courses(known as MOOCs)are short courses that are delivered online for free.They dont have any entry requirements and are open to anyone anywhere in the world with an internet connection.MOOCs let you to fit learning into your life.They give you the flexibility to choose when and where you study-supporting you to manage your studies alongside your work or other commitments.If you have an internet connection MOOCs allow you to access quality education for free.BackgroundBackground1.Information about the 1.Information about the MOOCsMOOCs第11页2.MOOCs are classes that are taught online to large numbers of students,with minimal involvement by professors.Typically,students watch short video lectures and complete assignments that are graded either by machines or by other students.That way a lone professor can support a class with hundreds of thousands of participants.BackgroundBackground1.Information about the 1.Information about the MOOCsMOOCs第12页3.AMOOCis a model ofeducational deliverythat is,to varying degrees,massive,open,online,and a course.Most MOOCs are structured similar to traditional online higher education courses in which students watch lectures,read assigned material,participate in online discussions and forums,and complete quizzes and tests on the course material.The online activities can beaugmented by local meet-upsamong students who live near one another.MOOCs are typically provided by higher education institutions,often inpartnership with“organizers”such as Coursera,edX,and Udacity,though some MOOCs are being offered directly by a college or university.MOOCs arise from the confluence of several important trends,and they raise important questions and spark essential conversations aboutcurriculum design,accreditation,what constitutes a valid learning experience,and who has access to higher education.BackgroundBackground1.Information about the 1.Information about the MOOCsMOOCs第13页1.Advocates of MOOCs have big ambitions,and that makes some college leaders nervous.Theyre especially worried about having to compete with free courses from some of the worlds most exclusive universities.Of course,we still dont know how much the courses will change the education landscape,and there are plenty of skeptics.BackgroundBackground2.2.Attitude towards MOOCs Attitude towards MOOCs第14页2.MOOCs,as currently designed,address two of the three challenges facing postsecondary education:access and cost.MOOC-based degree programs would not only democratize education,but their scalability would help end the unsustainable trajectory of tuition.They are an effective remedy to the cost disease plaguing higher education12and a viable solution to the problem of providing global access to educational credentials.BackgroundBackground2.2.Attitude towards MOOCs Attitude towards MOOCs第15页3.A turning pointwill occur in the higher education model when aMOOC-based programof study leads to adegree from an accredited institution a trend that has already begun to develop.Addressing thequality of the learning experiencethat MOOCs provide is therefore of paramount importance to their credibility and acceptance.MOOCs represent a postindustrial model of teaching and learning that has the potential toundermine and replace the business modelof institutions thatdepend on recruiting and retaining studentsfor location-bound,proprietary forms ofcampus-based learning.BackgroundBackground2.2.Attitude towards MOOCs Attitude towards MOOCs第16页1.The first MOOCs emerged from the open educational resources(OER)movement.The term MOOC was coined in by Dave Cormier of theUniversity of Prince Edward Islandand SeniorResearch FellowBryan Alexander of the National Institute for Technology in Liberal Education in response to a course called Connectivism and Connective Knowledge(also known as CCK08).MOOCs are widely seen as a major part of a largerdisruptive innovationtaking place in higher education.In particular,the many services offered under traditional university business models are predicted to becomeunbundledand sold to students individually or in newly formed bundles.These services include research,curriculum design,and content generation(such as textbooks).By June more than 1.5 million people had registered for classes through Coursera,Udacity and/or edX.By October,Coursera enrollment continued to surge,surpassing 5 million,while edX had independently reached 1.3 million.3.Cultural Background Information3.Cultural Background Information第17页2.Khan AcademyA nonprofit organization founded by the MIT and Harvard graduate Salman Khan.Khan Academy began in as an online library of short instructional videos that Mr.Khan made for his cousins.The librarywhich has received financial backing from the Bill&Melinda Gates Foundation and Google,as well as from individualsnow hosts more than 3,000 videos on YouTube.Khan Academy does not provide content from universities,but it does offer automated practice exercises,and it recently offered a curriculum of computer-science courses.Much of the content is geared toward secondary-education students.3.Cultural Background Information3.Cultural Background Information第18页3.edXA nonprofit effort run jointly by MIT,Harvard,and Berkeley.Leaders of the group say they intend to slowly add other university partners over time.edX plans to freely give away the software platform it is building to offer the free courses,so that anyone can use it to run MOOCs.3.Cultural Background Information3.Cultural Background Information第19页4.CourseraA for-profit company founded by two computer-science professors from Stanford.The companys model is to sign contracts with colleges that agree to use the platform to offer free courses and to get a percentage of any revenue.More than a dozen high-profile institutions,including Princeton and the U.of Virginia,have joined.3.Cultural Background Information3.Cultural Background Information第20页5.UdacityAnother for-profit company founded by a Stanford computer-science professor.The company,which works with individual professors rather than institutions,has attracted a range of well-known scholars.Unlike other providers of MOOCs,it has said it will focus all of its courses on computer science and related fields.5.UdacityAnother for-profit company founded by a Stanford computer-science professor.The company,which works with individual professors rather than institutions,has attracted a range of well-known scholars.Unlike other providers of MOOCs,it has said it will focus all of its courses on computer science and related fields.3.Cultural Background Information3.Cultural Background Information第21页6.Connectivism,a new theory of learning for the digital age,is not widely accepted.Verhagen argued that connectivism is rather a“pedagogical view.”Connectivism was introduced in by two publications,Siemens Connectivism:Learning as Network Creation and Downes An Introduction to Connective Knowledge.Connectivism is a hypothesis of learning which emphasizes the role of social and cultural context.Summarizing connectivist teaching and learning,Downes states:“to teach is to model and demonstrate,to learn is to practice and reflect.”In,Siemens and Downes delivered an online course called“Connectivism and Connective Knowledge.”It covered connectivism as content while attempting to implement some of their ideas.The course was free to anyone who wished to participate,and over people worldwide enrolled.3.Cultural Background Information3.Cultural Background Information第22页MOOCs are taking the world by storm,but MOOCs are taking the world by storm,but what exactly is a MOOC?And would you like to what exactly is a MOOC?And would you like to sign up?sign up?Do you think universities can survive the Do you think universities can survive the digital revolution?digital revolution?What is the difference between ordinary What is the difference between ordinary open online courses and MOOCs?open online courses and MOOCs?What do you think of the future of MOOCWhat do you think of the future of MOOC?Pre-reading QuestionsPre-reading Questions第23页The MOOC Bubble and the Attack The MOOC Bubble and the Attack on Public Educationon Public Education.Aaron Bady第24页1 In the last year,MOOCs have gotten a tremendous amount of publicity.Last November,the New York Times decided that was“the Year of the MOOC,”and columnists like David Brooks and Thomas Friedman have proclaimed ad nausea that the MOOC“revolution”is a“tsunami”that will soon transform higher education.As a Time cover article on MOOCs put it in a rhetorical flourish that has become a truly dead clich “College is Dead.Long Live College!”Text A The MOOC Bubble and the Attack on Text A The MOOC Bubble and the Attack on Public EducationPublic EducationAaron BadyAaron Bady 第25页1.去年，“大规模在线开放课程”得到了广泛宣传。纽约时报去年11月份时曾把年称为“大规模在线开放课程之年”。撰稿人大卫布鲁克斯和托马斯弗莱德曼反重复复直至令人作呕地称道大规模在线开放课程引发“教育革命”是一场“海啸”，将在短时间内在高等教育中引发变革。正如时代周刊里一篇抨击大规模在线开放课程文章中指出在这个修辞学蓬勃发展时代，大规模在线开放课程已经真正地成为了一个毫无生命力陈词滥调大学已死，大学万岁！”第26页2.Where is the hype coming from?On the one hand,higher education is ripe for“disruption”to use Clayton Christensens theory of“disruptive innovation”because there is a real,systemic crisis in higher education,one that offers no apparent or immanent solution.Its hard to imagine how the status quo can survive if you extend current trends forward into the future:how does higher education as we know it continue if tuition fees and student debt continue to skyrocket while state funding continues to plunge?At what point does the system simply break down?Something has to give.第27页2.炒作从何而来？首先，高等教育利用克莱顿克里斯坦森“颠覆性创新”理论“中止”时机已经成熟。因为高等教育存在一个真正系统性危机，没有些人能为此提出显而易见或内在处理方案。极难想象假如你把当前趋势向前延伸至未来，这一现实状况能否存在下去，即假如学费连续上涨，学生债务日渐加重，而国家用于教育资金继续下调，那我们所知道高等教育将怎样继续？该体系将会在什么时候完全瓦解掉？一些东西不得不得做出让步。第28页3.At the same time,the speed at which an obscure form of non-credit-based online pedagogy has gone so massively mainstream demonstrates the level of investment that a variety of powerful people and institutions have made in it.The MOOC revolution,if it comes,will not be the result of a groundswell of dissatisfaction felicitously finding a technology that naturally solves problems,nor some version of the markets invisible hand.Its a tsunami powered by the interested speculation of interested parties in a particular industry.MOOCs are,and will be,big business,and the way that their makers see profitability at the end of the tunnel is what gives them their particular shape.第29页3.与此同时，一个没有良好信用做基础网络教育学形式发展如此迅猛而成为主流，揭露了种种享受权力人与机构在此方面投资程度之高。大规模在线开放课程革命假如到来话，将既不会是心怀不满公众找寻处理问题技术结果，也不会是市场某种无形之手在起作用。这是一个特定产业中利益集团投机行为引发海啸。大规模在线开放课程现在是，未来也会成为大产业，它创造者看到了它背后巨大利润，而也正是如此也赋予这个课程详细形式。第30页4.After all,when the term itself was coined in MOOC,for Massively Open Online Course it described a rather different kind of project.Dave Cormier suggested the name for an experiment in open courseware that George Siemens and Stephen Downes were putting together at the University of Manitoba,a class of 25 students that was opened up to over 1,500 online participants.The tsunami that made land in bears almost no resemblance to that relatively small and very differently organized effort at a blended classroom.For Cormier,Siemens,and Downes,the first MOOC was part of a long-running engagement with connectivist principles of education,the idea that we learn best when we learn collaboratively,in networks,because the process of learning is less about acquiring new knowledge“content”than about building the social and neural connections that will allow that knowledge to circulate,be used,and to grow.第31页4.毕竟于年，MOOC大规模在线开放课程，这一术语问世时，它就描述了一个截然不一样项目。戴夫科米尔指出，在开放式课件中这个试验名称由乔治西门子和斯蒂芬唐斯在加拿大曼尼托巴大学组合起来，他还提到一个可容纳25个学生班级已面向超出1500个在线参加者开放。于20登陆海啸与相对小型，致力于组织起来完全不一样混合课堂几乎没有相像之处。对于科米尔,西门子和唐斯来说，首次大规模在线开放课程是在教育中“联结者标准”中一部分。这个观念就是我们说网络合作，因为学习过程与其说是获取新知识“内容”，不如说是构建社会和神经脉络，从而使知识能传输，利用以及扩展。第32页This first MOOC was anchored by what Dave Cormier has called“eventedness”the fact that it was a project shared among participants,within a definable space and time but its outcomes were to be fluid and open-ended by design.The goal was to create an educational process that would be as exploratory and creative as its participants chose to make it.More importantly,it was about building a sense of community investment in a particular project,a fundamentally socially-driven enterprise.第33页首次大规模在线开放课程已经被戴夫科米尔称之为“大事件”而固定住了，实际上，它是一个在限定空间和时间内有参加者共享项目。不过因为设计原因，其结果将会是流动和开放。此目标就是创建一个让参加者感觉含有探索性和创造力教育过程。更主要是，它是建立一个在特定项目上，根本上由社会机制驱动团体投资意识。第34页5.The MOOCs that emerged in look very different,starting with their central narratives of“disruption”and“un-bundling.”Instead of building networks,the neoliberal MOOC is