新編研究生綜合英語教程UNIT8課件

新編研究生綜合英語教程

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GeneralSkills&AcademicLiteracy新編研究生綜合英語教程UNIT8UnitEight

Education新編研究生綜合英語教程UNIT8TextATheMOOCBubbleandtheAttackonPublicEducationTextB

UniversitiesandTheirFunction新編研究生綜合英語教程UNIT8IfapracticalendmustbeassignedtoaUniversitycourse,itisthatoftraininggoodmembersofsociety.Itsartistheartofsociallife,anditsendisfitnessfortheworld.Itneitherconfinesitsviewtoparticularprofessionsontheonehand,norcreatesheroesorinspiresgeniusontheother.Butauniversitytrainingisthegreatbutordinarymeanstoagreatbutordinaryend;itaimsatraisingtheintellectualtoneofsociety,atcultivatingthepublicmind,atpurifyingthenationaltaste,atsupplyingtrueprinciplestopopularenthusiasmandfixedaimstopopularaspiration,atgivingenlargementandsobrietytotheideasoftheage,atfacilitatingtheexerciseofpoliticalpower,andrefiningtheintercourseofprivatelife.

Overview新編研究生綜合英語教程UNIT8Itistheeducationwhichgivesamanaclear,consciousviewofhisownopinionsandjudgments,atruthindevelopingthem,aneloquenceinexpressingthem,andaforceinurgingthem.??

Itisfromthebook

TheIdeaofaUniversity

byJohnHenryNewman,新編研究生綜合英語教程UNIT8

BackgroundInformation

Pre-readingQuestions

TextA

TheMOOCBubbleandtheAttackonPublicEducation

Vocabulary

ExercisesTextATheMOOCBubbleandtheAttackonPublicEducationContents新編研究生綜合英語教程UNIT81.InformationaboutMOOCs2.AttitudetowardsMOOCs3.CulturalBackgroundInformationBackgroundInformation新編研究生綜合英語教程UNIT8l.ComprehensionIIWordStudyIIIClozeVWritingExercisesIVTranslation新編研究生綜合英語教程UNIT8IComprehension

1.AnswerQuestions2.Paraphrase新編研究生綜合英語教程UNIT8IVTranslation1.EnglishTranslation2.ChineseTranslation新編研究生綜合英語教程UNIT8MOOC-MassiveOpenOnlineCourse1.Massive,open,onlinecourses(knownasMOOCs)areshortcoursesthataredeliveredonlineforfree.

Theydon'thaveanyentryrequirementsandareopentoanyoneanywhereintheworldwithaninternetconnection.MOOCsletyoutofitlearningintoyourlife.Theygiveyoutheflexibilitytochoosewhenandwhereyoustudy-supportingyoutomanageyourstudiesalongsideyourworkorothercommitments.IfyouhaveaninternetconnectionMOOCsallowyoutoaccessqualityeducationforfree.Background1.InformationabouttheMOOCs新編研究生綜合英語教程UNIT82.MOOCsareclassesthataretaughtonlinetolargenumbersofstudents,withminimalinvolvementbyprofessors.Typically,studentswatchshortvideolecturesandcompleteassignmentsthataregradedeitherbymachinesorbyotherstudents.Thatwayaloneprofessorcansupportaclasswithhundredsofthousandsofparticipants.Background1.InformationabouttheMOOCs新編研究生綜合英語教程UNIT83.A

MOOC

isamodelof

educationaldelivery

thatis,tovaryingdegrees,massive,open,online,andacourse.MostMOOCsarestructuredsimilartotraditionalonlinehighereducationcoursesinwhichstudentswatchlectures,readassignedmaterial,participateinonlinediscussionsandforums,andcompletequizzesandtestsonthecoursematerial.Theonlineactivitiescanbe

augmentedbylocalmeet-ups

amongstudentswholivenearoneanother.MOOCsaretypicallyprovidedbyhighereducationinstitutions,oftenin

partnershipwith“organizers”

suchasCoursera,edX,andUdacity,thoughsomeMOOCsarebeingoffereddirectlybyacollegeoruniversity.MOOCsarisefromtheconfluenceofseveralimportanttrends,andtheyraiseimportantquestionsandsparkessentialconversationsabout

curriculumdesign,accreditation,

whatconstitutesavalidlearningexperience,andwhohasaccesstohighereducation.Background1.InformationabouttheMOOCs新編研究生綜合英語教程UNIT81.AdvocatesofMOOCshavebigambitions,andthatmakessomecollegeleadersnervous.They'reespeciallyworriedabouthavingtocompetewithfreecoursesfromsomeoftheworld’smostexclusiveuniversities.Ofcourse,westilldon'tknowhowmuchthecourseswillchangetheeducationlandscape,andthereareplentyofskeptics.Background2.AttitudetowardsMOOCs新編研究生綜合英語教程UNIT82.MOOCs,ascurrentlydesigned,addresstwoofthethreechallengesfacingpostsecondaryeducation:accessandcost.MOOC-baseddegreeprogramswouldnotonlydemocratizeeducation,buttheirscalabilitywouldhelpendtheunsustainabletrajectoryoftuition.Theyareaneffectiveremedytothe"costdisease"plaguinghighereducation12

andaviablesolutiontotheproblemofprovidingglobalaccesstoeducationalcredentials.Background2.AttitudetowardsMOOCs新編研究生綜合英語教程UNIT83.Aturningpoint

willoccurinthehighereducationmodelwhena

MOOC-basedprogram

ofstudyleadstoa

degreefromanaccreditedinstitution

—atrendthathasalreadybeguntodevelop.Addressingthe

qualityofthelearningexperience

thatMOOCsprovideisthereforeofparamountimportancetotheircredibilityandacceptance.MOOCsrepresentapostindustrialmodelofteachingandlearningthathasthepotentialto

undermineandreplacethebusinessmodel

ofinstitutionsthat

dependonrecruitingandretainingstudents

forlocation-bound,proprietaryformsof

campus-basedlearning.Background2.AttitudetowardsMOOCs新編研究生綜合英語教程UNIT81.ThefirstMOOCsemergedfromtheopeneducationalresources(OER)movement.ThetermMOOCwascoinedin2008byDaveCormierofthe

UniversityofPrinceEdwardIsland

andSenior

ResearchFellow

BryanAlexanderoftheNationalInstituteforTechnologyinLiberalEducationinresponsetoacoursecalledConnectivismandConnectiveKnowledge(alsoknownasCCK08).MOOCsarewidelyseenasamajorpartofalarger

disruptiveinnovation

takingplaceinhighereducation.Inparticular,themanyservicesofferedundertraditionaluniversitybusinessmodelsarepredictedtobecome

unbundled

andsoldtostudentsindividuallyorinnewlyformedbundles.Theseservicesincluderesearch,curriculumdesign,andcontentgeneration(suchastextbooks).ByJune2012morethan1.5millionpeoplehadregisteredforclassesthroughCoursera,Udacityand/oredX.ByOctober2013,Courseraenrollmentcontinuedtosurge,surpassing5million,whileedXhadindependentlyreached1.3million.3.CulturalBackgroundInformation新編研究生綜合英語教程UNIT82.KhanAcademyAnonprofitorganizationfoundedbytheMITandHarvardgraduateSalmanKhan.KhanAcademybeganin2006asanonlinelibraryofshortinstructionalvideosthatMr.Khanmadeforhiscousins.Thelibrary—whichhasreceivedfinancialbackingfromtheBill&MelindaGatesFoundationandGoogle,aswellasfromindividuals—nowhostsmorethan3,000videosonYouTube.KhanAcademydoesnotprovidecontentfromuniversities,butitdoesofferautomatedpracticeexercises,anditrecentlyofferedacurriculumofcomputer-sciencecourses.Muchofthecontentisgearedtowardsecondary-educationstudents.3.CulturalBackgroundInformation新編研究生綜合英語教程UNIT83.edXAnonprofiteffortrunjointlybyMIT,Harvard,andBerkeley.Leadersofthegroupsaytheyintendtoslowlyaddotheruniversitypartnersovertime.edXplanstofreelygiveawaythesoftwareplatformitisbuildingtoofferthefreecourses,sothatanyonecanuseittorunMOOCs.3.CulturalBackgroundInformation新編研究生綜合英語教程UNIT84.CourseraAfor-profitcompanyfoundedbytwocomputer-scienceprofessorsfromStanford.Thecompany’smodelistosigncontractswithcollegesthatagreetousetheplatformtoofferfreecoursesandtogetapercentageofanyrevenue.Morethanadozenhigh-profileinstitutions,includingPrincetonandtheU.ofVirginia,havejoined.3.CulturalBackgroundInformation新編研究生綜合英語教程UNIT85.UdacityAnotherfor-profitcompanyfoundedbyaStanfordcomputer-scienceprofessor.Thecompany,whichworkswithindividualprofessorsratherthaninstitutions,hasattractedarangeofwell-knownscholars.UnlikeotherprovidersofMOOCs,ithassaiditwillfocusallofitscoursesoncomputerscienceandrelatedfields.5.UdacityAnotherfor-profitcompanyfoundedbyaStanfordcomputer-scienceprofessor.Thecompany,whichworkswithindividualprofessorsratherthaninstitutions,hasattractedarangeofwell-knownscholars.UnlikeotherprovidersofMOOCs,ithassaiditwillfocusallofitscoursesoncomputerscienceandrelatedfields.3.CulturalBackgroundInformation新編研究生綜合英語教程UNIT86.Connectivism,anewtheoryoflearningforthedigitalage,isnotwidelyaccepted.Verhagenarguedthatconnectivismisrathera“pedagogicalview.”Connectivismwasintroducedin2005bytwopublications,Siemens’Connectivism:LearningasNetworkCreationandDownes’AnIntroductiontoConnectiveKnowledge.Connectivismisahypothesisoflearningwhichemphasizestheroleofsocialandculturalcontext.Summarizingconnectivistteachingandlearning,Downesstates:“toteachistomodelanddemonstrate,tolearnistopracticeandreflect.”In2008,SiemensandDownesdeliveredanonlinecoursecalled“ConnectivismandConnectiveKnowledge.”Itcoveredconnectivismascontentwhileattemptingtoimplementsomeoftheirideas.Thecoursewasfreetoanyonewhowishedtoparticipate,andover2000peopleworldwideenrolled.3.CulturalBackgroundInformation新編研究生綜合英語教程UNIT8? MOOCsaretakingtheworldbystorm,butwhatexactlyisaMOOC?Andwouldyouliketosignup?? Doyouthinkuniversitiescansurvivethedigitalrevolution?? WhatisthedifferencebetweenordinaryopenonlinecoursesandMOOCs?? WhatdoyouthinkofthefutureofMOOC?Pre-readingQuestions新編研究生綜合英語教程UNIT8TheMOOCBubbleandtheAttackonPublicEducation

.AaronBady新編研究生綜合英語教程UNIT81 Inthelastyear,MOOCs?havegottenatremendousamountofpublicity.LastNovember,theNewYorkTimesdecidedthat2012was“theYearoftheMOOC,”andcolumnistslikeDavidBrooksandThomasFriedmanhaveproclaimedadnausea

thattheMOOC“revolution”isa“tsunami”thatwillsoontransformhighereducation.AsaTimecoverarticleonMOOCsputit—inarhetoricalflourishthathasbecomeatrulydeadcliché

—

“CollegeisDead.LongLiveCollege!”TextATheMOOCBubbleandtheAttackonPublicEducation?AaronBady?`新編研究生綜合英語教程UNIT81.去年，“大規(guī)模在線開放課程”得到了廣泛的宣傳。《紐約時報》去年11月份時曾把2012年稱為“大規(guī)模在線開放課程之年”。撰稿人大衛(wèi)·布魯克斯和托馬斯·弗萊德曼反反復復直至令人作嘔地稱道大規(guī)模在線開放課程引發(fā)的“教育革命”是一場“海嘯”，將在短時間內(nèi)在高等教育中引起變革。正如《時代周刊》里的一篇抨擊大規(guī)模在線開放課程的文章中指出——在這個修辭學蓬勃發(fā)展的時代，大規(guī)模在線開放課程已經(jīng)真正地成為了一個毫無生命力的陳詞濫調(diào)——大學已死，大學萬歲！”新編研究生綜合英語教程UNIT82 .Whereisthe

hypecomingfrom?Ontheonehand,highereducationisripefor“disruption”

—touseClaytonChristensen’stheoryof“disruptiveinnovation”?—becausethereisareal,systemiccrisisinhighereducation,onethatoffersnoapparentor

immanentsolution.It’shardtoimaginehowthestatusquocansurviveifyouextendcurrenttrendsforwardintothefuture:howdoeshighereducationasweknowitcontinueiftuitionfeesandstudentdebtcontinuetoskyrocketwhilestatefundingcontinuestoplunge?Atwhatpointdoesthesystemsimplybreakdown?Somethinghastogive.新編研究生綜合英語教程UNIT82.炒作從何而來？一方面，高等教育運用克萊頓·克里斯坦森的“顛覆性創(chuàng)新”理論“中斷”的時機已經(jīng)成熟。由于高等教育存在一個真正的系統(tǒng)性危機，沒有人能為此提出顯而易見或內(nèi)在的解決方案。很難想象如果你把當前的趨勢向前延伸至未來，這一現(xiàn)狀能否存在下去，即如果學費持續(xù)上漲，學生債務(wù)日漸加重，而國家用于教育的資金繼續(xù)下調(diào)，那我們所知道的高等教育將如何繼續(xù)？該體系將會在什么時候完全崩潰掉？一些東西不得不得做出讓步。新編研究生綜合英語教程UNIT83. Atthesametime,thespeedatwhichanobscureformofnon-credit-basedonlinepedagogy

hasgonesomassivelymainstreamdemonstratesthelevelofinvestmentthatavarietyofpowerfulpeopleandinstitutionshavemadeinit.TheMOOCrevolution,ifitcomes,willnotbetheresultofagroundswell

ofdissatisfactionfelicitouslyfindingatechnologythatnaturallysolvesproblems,norsomeversionofthemarket’sinvisiblehand.It’satsunamipoweredbytheinterestedspeculationofinterestedpartiesinaparticularindustry.MOOCsare,andwillbe,bigbusiness,andthewaythattheirmakersseeprofitabilityattheendofthetunneliswhatgivesthemtheirparticularshape.新編研究生綜合英語教程UNIT83 .與此同時，一種沒有良好信用做基礎(chǔ)的網(wǎng)絡(luò)教育學形式發(fā)展的如此迅猛而成為主流，揭露了種種享有權(quán)力的人與機構(gòu)在此方面投資程度之高。大規(guī)模在線開放課程革命如果到來的話，將既不會是心懷不滿的公眾找尋解決問題的技術(shù)的結(jié)果，也不會是市場某種無形之手在起作用。這是一個特定產(chǎn)業(yè)中利益集團的投機行為引發(fā)的海嘯。大規(guī)模在線開放課程現(xiàn)在是，將來也會成為大產(chǎn)業(yè)，它的創(chuàng)造者看到了它背后的巨大利潤，而也正是如此也賦予這個課程具體的形式。新編研究生綜合英語教程UNIT84 .Afterall,whenthetermitselfwascoinedin2008—MOOC,forMassivelyOpenOnlineCourse—itdescribedaratherdifferentkindofproject.DaveCormiersuggestedthenameforanexperimentinopencoursewarethatGeorgeSiemensandStephenDowneswereputtingtogetherattheUniversityofManitoba,aclassof25studentsthatwasopeneduptoover1,500onlineparticipants.Thetsunamithatmadelandin2012bearsalmostnoresemblancetothatrelativelysmall—andverydifferentlyorganized—effortatablendedclassroom.ForCormier,Siemens,andDownes,thefirstMOOCwaspartofalong-runningengagementwithconnectivistprinciplesofeducation,theideathatwelearnbestwhenwelearncollaboratively,innetworks,becausetheprocessoflearningislessaboutacquiringnewknowledge“content”thanaboutbuildingthesocialandneuralconnectionsthatwillallowthatknowledgetocirculate,beused,andtogrow.新編研究生綜合英語教程UNIT84 .畢竟于2008年，MOOC—大規(guī)模在線開放課程，這一術(shù)語問世時，它就描述了一個截然不同的項目。戴夫·科米爾指出，在開放式課件中的這個試驗名稱由喬治?西門子和斯蒂芬·唐斯在加拿大曼尼托巴大學組合起來的，他還提到一個可容納25個學生的班級已面向超過1500個在線的參與者開放。于2012年登陸的海嘯與相對小型，致力于組織起來完全不同的混合課堂幾乎沒有相像之處。對于科米爾,西門子和唐斯來說，首次大規(guī)模在線開放課程是在教育中“聯(lián)結(jié)者原則”中的一部分。這個觀念就是我們說的網(wǎng)絡(luò)合作，因為學習的過程與其說是獲取新知識的“內(nèi)容”，不如說是構(gòu)建社會和神經(jīng)脈絡(luò)，從而使知識能傳播，運用以及擴展。新編研究生綜合英語教程UNIT8ThisfirstMOOCwasanchoredbywhatDaveCormierhascalled“eventedness”

—thefactthatitwasaprojectsharedamongparticipants,withinadefinablespaceandtime—butitsoutcomesweretobefluidandopen-endedbydesign.Thegoalwastocreateaneducationalprocessthatwouldbeasexploratoryandcreativeasitsparticipantschosetomakeit.Moreimportantly,itwasaboutbuildingasenseofcommunityinvestmentinaparticularproject,afundamentallysocially-drivenenterprise.新編研究生綜合英語教程UNIT8首次大規(guī)模在線開放課程已經(jīng)被戴夫·科米爾稱之為“大事件”而固定住了，事實上，它是一個在限定的空間和時間內(nèi)有參與者共享的項目。但是由于設(shè)計的因素，其成果將會是流動的和開放的。此目標就是創(chuàng)建一個讓參與者感覺具有探索性的和創(chuàng)造力的教育過程。更重要的是，它是建立一種在特定項目上，根本上由社會機制驅(qū)動的團體投資意識。新編研究生綜合英語教程UNIT85. TheMOOCsthatemergedin2012lookverydifferent,startingwiththeircentralnarrativesof“disruption”and“un-bundling.”Insteadofbuildingnetworks,theneoliberal

MOOCisdrivenbyadesiretoliberateandempowertheindividual,breakingapartactually-existingacademiccommunitiesandrefocusingontheindividual’sacquisitionofknowledge.TheMOOCsbeingpraisedbyutopiantechnologistsintheNewYorkTimesappeartobethediametric

oppositeofwhatSiemens,Downes,andCormiersaidtheyweretryingtocreate,eveniftheydeploy

someofthesameidealisticrhetoric.Traditionalcoursesseektotransfercontentfromexperttostudentinalectureorseminarsetting.TheoriginalMOOCsstemmedfromaconnectivistdesiretodecentralize

andde-institutionalizethetraditionalmodel,creatingfundamentallyopenandopen-endednetworksofcirculationandcollaboration.新編研究生綜合英語教程UNIT85. 源于“破壞”與“非捆綁”的中央集權(quán)，2012年出現(xiàn)的大規(guī)模在線開放課程看起來是相當不同的。新自由主義形式的大規(guī)模在線開放課程，不以構(gòu)建網(wǎng)絡(luò)為目的，而是要解放和賦予個體力量，將真正存在的學術(shù)社群分崩離析，重新聚焦于個人的知識獲得。由《紐約時代》具有烏托邦理想的技術(shù)專家推崇的大規(guī)模在線開放課程與西門子，唐斯和科米爾所創(chuàng)造的課程完全相反，即使他們都使用了相同的理想主義的華麗辭藻。傳統(tǒng)課程尋求通過講座或研討會的形式將內(nèi)容從專家傳遞給學生。而大規(guī)模在線開放課程起源于連接主義者集權(quán)分散以及傳統(tǒng)模式的非制度化，從而創(chuàng)建根本上開放，無限制，循環(huán)協(xié)作的網(wǎng)絡(luò)。新編研究生綜合英語教程UNIT8Incontrast,theMOOCswhicharenowbeingdevelopedbySiliconValleystartupsUdacityandCoursera,aswellasbynon-profitinitiativeslikeedX,aimtodoexactlythesamethingthattraditionalcourseshavealwaysdone—transfercoursecontentfromexperttostudent—onlytodosomassivelymorecheaplyandonamuchlargerscale.Farfromde-institutionalizingeducationormakinglearninglesshierarchical,someofthemostprestigiousinstitutionsofhigherlearningintheworldaretreatingtheMOOCasalifeline

introubledeconomicwaters,

leveraging“super-professors”tomaintaintheirpositionofexcellenceatoptheeducationalfield,andevencreatingnewhierarchicalarrangementsamonguniversities.TheedXinitiative,forexample,istheeffortbyuniversitieslikeHarvardandMITtomarkettheirowncoursestootheruniversities.TradingontheHarvardandMITname,edXiscreatingnew

revenuestreamsonthebacksoflessprestigiousinstitutions.新編研究生綜合英語教程UNIT8與此相反，正由硅谷創(chuàng)業(yè)公司Udacity和Coursera,以及由像EDX非營利性組織倡議開發(fā)的大規(guī)模在線開放課程，致力于與傳統(tǒng)課程一樣，即把課程內(nèi)容由專家傳遞給學生，只是更廣泛，更廉價，規(guī)模更大。與教育中的非制度化不同或者為了使教育不那么等級分明，世界上一些最具聲望的高等教育機構(gòu)將大規(guī)模在線開放課程看做是擺脫經(jīng)濟困境的救命稻草。他們借力于“超級教授”來保持在教育領(lǐng)域中的卓越地位，而這又重新形成了大學中的等級劃分。例如，EDX就倡議像哈佛和麻省理工大學就可以將他們自己的課程推銷給其他大學。以哈佛和麻省理工大學名聲為交易，EDX在不那么著名的機構(gòu)支持下創(chuàng)造了新的收入來源。新編研究生綜合英語教程UNIT86. CourseraandUdacityMOOCsarenotreally“connectivist”inthesensebywhichSiemensandDownesmeanttheterm.Forthepost-2012MOOC,learningistobeaprocessthatfocusesontheindividuallearner,whoacquiresnewknowledgeorskills,andisindividuallyresponsible(andgraded)onhowwellheorsheputsthatlearningintopractice.Asafullymarketized

commodity,thisMOOCisonlylegible

attheleveloftheindividual.新編研究生綜合英語教程UNIT86 .Coursera和Udacity的大規(guī)模在線開放課程，嚴格說來并不是西門子和唐斯賦予該術(shù)語的真正的“連接主義者”含義。對于2012年后的大規(guī)模在線開放課程，學習將會成為一個著重于個體學習的過程。個體學習者獲得新的知識或技能，并針對個體的實踐表現(xiàn)進行評價。作為一個完全市場化的商品，大規(guī)模在線開放課程只有在個體意義上才是清晰可辨和明確的。新編研究生綜合英語教程UNIT87. Giventheserealities,IwouldsuggestthatMOOCsaresimplyanewwayofmaintainingthestatusquo,ofre-institutionalizinghighereducationinaneraofbudgetcuts,skyrocketingtuition,andunemployedcollegegraduatesburdenedbystudentdebt.IftheMOOCbeganintheclassroomasanexperimentalpedagogy,ithasswiftlymorphedintoaprocessdrivenfromthetopdown,imposedonfacultybyuniversityadministrators,orevenimposedonadministratorsbyuniversityboardsoftrusteesandregents.Foracademicadministratorsandpolicymakers,theMOOCphenomenonisallaboutdollarsandcents,aboutdoingmoreofthesamewithlessfunding.新編研究生綜合英語教程UNIT87 .鑒于這些事實，我認為大規(guī)模在線開放課程只是一種維持現(xiàn)狀，在預算削減，學費飛漲，承擔學費債務(wù)重荷的大學畢業(yè)生面臨失業(yè)的時代高等教育再制度化的新方式。如果大規(guī)模在線開放課程作為一種實驗教學法，之前就開始應(yīng)用于課堂上的話，它現(xiàn)已迅速演變成一個自上而下驅(qū)動的過程，并由大學行政人員強加給教師，又或者甚至由大學理事會及董事會強加給行政管理員的結(jié)果。對于學術(shù)管理人員和政策制定者來說，所有的大規(guī)模在線開放課程現(xiàn)象都是關(guān)于美元的（利益的驅(qū)動），旨在用更少的資金來做更多同樣的事情。新編研究生綜合英語教程UNIT8AndwhileMOOC-boostersliketoderide

the“sageonthestage”modelofeducation-delivery—asifcrowdedlecturehallsareliterallytheonlykindofclassroomthereis—mostoftheactually-existingMOOCsbeingmarketedtodayarenotmuchmorethanamassiveandonlineversionofthatverysame“sageonthestage”model.ThroughedX,forexample,SanJoseStateUniversityisincorporatingvideosoflecturesbyHarvardprofessorsintoitsowncurriculuminanexplicitattempttobuildamodelthatcanthenbeexpandedthroughouttheCaliforniaStateUniversitysystem,thelargestpublicuniversitysystemintheworld.Butthatmodelissimplyamassiveexpansionofthelecture-basedcontentdeliverythattheMOOCboostersclaimtodespise.AndwhatcouldbemorehierarchicalthanahighprestigeuniversitylikeHarvardlecturingtoalessprestigiousinstitutionlikeSJSU?新編研究生綜合英語教程UNIT8盡管大規(guī)模在線開放課程的支持者喜歡嘲笑“舞臺上的圣人”的教育傳遞模式———仿佛擁擠的演講廳確實是唯一一種課堂的模式———大部分今天被市場化的大規(guī)模在線開放課程與“舞臺上的圣人”的模式差不多。例如，通過EDX，圣何塞州立大學正將哈佛教授們的講座視頻納入到它自己的課程當中，并試圖建立一個可以擴展至整個加州州立大學系統(tǒng)——世界上最大的公立大學教學系統(tǒng)——的教學模式。但這種模型正是大規(guī)模在線開放課程的支持者一直鄙視，以講授為主來傳遞內(nèi)容的大規(guī)模擴展。有什么能比一個像哈佛那樣享有崇高威望的大學給一個不那么著名的機構(gòu)如SJSU(SanJoseStateUniversity)講學，更具有等級性？新編研究生綜合英語教程UNIT88. Indeed,forthoseofusinCalifornia,the“MOOCification”ofpublichighereducationlooksmorelikealand-rushthanatsunami,amassivegive-awayofpublicassetstoprivatecorporateinterests.SanJoseStateUniversityisliterallylocatedwithinSiliconValley,soit’snotsurprisingthatithastakentheleadinbuildingbridgesbetweeneducationalstartupsandpublichighereducation,outsourcing

someofitsownteachingtoedXontheonehandandpartneringwithUdacitytoofferonlinecoursesontheother.ButifCaliforniaiswhereeverythinghappensfirst,aswearesooftentold,thenweshouldbewatchingverycloselyhowthisstate’sgovernmentandSiliconValleyareusingMOOCfeverasacovertoprivatize

publichighereducationout新編研究生綜合英語教程UNIT88 .事實上，對于我們這些加州人來說，公立高等教育的“慕課化MOOCification”看起來更像是一個大陸上的交通高峰而不是海嘯，一種將公共資產(chǎn)大量退讓給私人公司的利益妥協(xié)。圣何塞州立大學設(shè)在硅谷，所以，它率先在教育公司和公立高等教育之間修建橋梁并不奇怪，它一方面外包自己對EDX的一些教學，另一方面與Udacity合作提供在線課程。但是，如果正如我們所知，加州事事先人一步的話，那么我們應(yīng)該密切關(guān)注國家政府和硅谷如何利用人們對大規(guī)模在線開放課程的狂熱來作掩護，從而使公立高等教育私有化。out新編研究生綜合英語教程UNIT8ThereiscurrentlyabillpendingintheCalifornialegislature—SB520—whichwillrequireCalifornia’spublicuniversitiestoacceptcoursecreditfromselectedonlinecourseproviders,inhopesofeventuallyoutsourcingasmuchas20percentoftheircurricula.Muchofthisoutsourcingwilllikelygotofor-profitonlineinstitutions,thesectoroftheeducationindustrywhichconsistentlyproducestheworstresultsatthehighestcost.Studentretention

inthissectorislow,feesarehigh,andthequalityoflearningoutcomesispoor新編研究生綜合英語教程UNIT8目前加州立法機關(guān)有一個懸而未決的SB520法案，這個法案需要加州的公立大學接受來自所選的在線課程提供的學分，最后希望外包高達20%的課程。很多這種外包將可能會轉(zhuǎn)向網(wǎng)上營利性機構(gòu)，教育行業(yè)一直以來以最高的代價換取最糟糕的結(jié)果。這一領(lǐng)域留住學生的比率不是很高，但是費用卻很高，學習成果也并不理想。新編研究生綜合英語教程UNIT89 .Toputitassimplyaspossible,theCalifornialegislatureproposestosolvearealsystemiccrisis—collapsingpublicresources,diminishingaffordability,andfallingcompletionratesinthestate’shighereducationsystem—bysendingitsstudentstoMOOCs.Tothebill’ssponsor,DarrelSteinberg,andtoGovernorJerryBrown,MOOCsseemlikeawin-winsolutiontoanintractablefiscalcrisis.Ontheonehand,studentswhoarelockedoutofoverenrolledcorecoursescancompletetheirdegreesbytakingthoseclasseswithanonlineprovider,possiblyevenatalowercosttostudentsandatnoextracosttothestate.Ontheotherhand,allowingSiliconValleystart-upslikeCourseraandUdacitytooffercoursesfortransfercreditintheCaliforniaStateandUniversityofCaliforniasystemswillgivethosecompaniesalegitimacyintheeducationmarketplacethattheyhaveneverhadbefore.新編研究生綜合英語教程UNIT89. 簡單地說，加州立法機關(guān)通過讓學生參與大規(guī)模在線開放課程，提出一個解決真正的系統(tǒng)危機——公共資源的崩潰，負擔能力的降低，國家的高等教育體系中完成率的下降——的解決方案。對該法案的發(fā)起人達雷爾·斯坦伯格，以及州長杰里·布朗來說，大規(guī)模在線開放課程似乎是一個解決棘手財政危機的雙贏方案。一方面，由于過度參與核心課程而被困住的學生可以通過網(wǎng)絡(luò)供應(yīng)商提供的那些課程來完成他們的學位，那些課程甚至可能對學生來說是較低成本的，對國家來說是沒有額外費用的；另一方面，允許硅谷的初創(chuàng)公司如Coursera和Udacity在加州和加利福尼亞大學體系中提供轉(zhuǎn)學分課程，這將在教育市場上給予這些公司之前從未有過的合法性。新編研究生綜合英語教程UNIT810 .AsUCSBprofessorandhighereducationcommentatorChrisNewfieldputitrecentlyinablogpost,thisbill—andtheassociatedMOOCfrenzy—is“astraightbusinessplay:”MOOCmomentumisbeingdrivennotbyeducationalneedorproventechnologicalachievementbutbyabusinesslobbywithconnectionsandresourcesasgoodasWallStreet’s,andwithabettersocialcause.Themovement’ssystematicexaggerations,thelackofconcernforimpactsonthepublicuniversityecosystem,thestagedbenevolencetowardsahostilecustomer—allarehallmarksnotoftechnicalorpedagogicalprogressbutofacarefullydesignedbusinessstrategy.新編研究生綜合英語教程UNIT810. 正如加州大學圣巴巴拉分校教授，高等教育評論員克里斯·新野最近發(fā)布的一篇博文所說的，這項法案和相關(guān)的對大規(guī)模在線開放課程的狂熱都是“直接的商業(yè)運作”：大規(guī)模在線開放課程勢頭不是由教育需求或已證實的技術(shù)成就推動的，而是由一個與華爾街幾乎一樣有著關(guān)系和財力的，具有較好社會動機的商業(yè)來推動的。該運動的系統(tǒng)性夸大，缺乏對公立大學的生態(tài)系統(tǒng)影響的關(guān)注，對一個充滿敵意的客戶表現(xiàn)的仁慈——所有的這些都不是技術(shù)或教學法進步的標志，而是精心設(shè)計的業(yè)務(wù)策略。新編研究生綜合英語教程UNIT811. Ifthisbillpasses,thewinnerswillbeSiliconValleyandtheausterity

hawks

intheCalifornialegislature:theformerwillhaveprivilegedaccesstothelargeststudentmarketinthestate,whilethelatterwillberelievedofthefinancialburdenofhavingtoeducatethestate’syoungpeople新編研究生綜合英語教程UNIT811 .如果該法案通過，贏家將會是硅谷和加州立法機構(gòu)中的緊縮鷹派：前者將優(yōu)先獲得在該州最大的學生市場，而后者將會因為緩解了教育年輕人所承擔的財政負擔感到欣慰。新編研究生綜合英語教程UNIT812 .Toputitquitebluntly,MOOCsareaspeculative

bubble,aproductbeingpumpedupandovervaluedbypro-businessgovernmentsupportandalotofhotairinthemedia.Likeallspeculativebubbles—especiallythosethatoriginateinSiliconValley—itwilleventuallyburst.Columnists,politicians,universityadministrators,andeducationalentrepreneurscanalltalkinsuchglowingtermsabouttheonrushingfutureofhighereducationonlybecauseithasn’thappenedyet;theMOOCcanstillbeallthingstoallpeoplebecauseitis,inthemostliteralsenseoftheword,aspeculationaboutwhatitmightsomedaybecome.Whilestudentsandprofessorsinvesttheirtimeandenergy,SiliconValleyisbettingthatMOOCswillbethenextbigthinginhighereducation,andpoliticianslikeCaliforniaGovernorJerryBrownareaggressivelypushingthestate’spublicuniversitiestoincorporateMOOC’sintotheircurriculum,gamblingthatmassive,open,andonlinecoursewarewillbethesolutiontothestate’scontinualcrisisinhighereducationfunding.新編研究生綜合英語教程UNIT812 .直接地說，大規(guī)模在線開放課程是一個投機泡沫，一個由親商的政府支持和媒體炒作而產(chǎn)生并高估的產(chǎn)品。像所有的投機泡沫一樣——尤其是那些源自硅谷的投機泡沫——它終將會破滅。專欄作家，政治家，大學管理者和教育的企業(yè)家都在議論這些關(guān)于高等教育未來的熱情洋溢的措辭，這只是因為它尚未發(fā)生;大規(guī)模在線開放課程仍然可以為所有人做所有事，因為從這個詞的字面意義上說，它讓我們思索未來變化的樣子。而當學生和教授將自己的時間和精力投注于此的時候，硅谷打賭說大規(guī)模在線開放課程將會是高等教育中的下一個大事件，像加州州長杰里·布朗這樣的政治家們都在積極推動該州的公立大學把大規(guī)模在線開放課程納入到他們的課程中去，并確信巨大，開放和在線課件將成為解決該州高等教育經(jīng)費持續(xù)危機的方案。新編研究生綜合英語教程UNIT813. Ontario’shighereducationsystem,aswithmanyotherjurisdictionsaroundtheworld,sharesmanychallengeswithCalifornia:unsustainablestudentcosts,decliningpublicinvestment,andausterity-focusedpoliticians.CaliforniaisoftenheldupasanexampleforOntariotoemulate.So,iftheMOOCfrenzyhasnotfullyhitCanadayet,itissafetobetthatitwillbetheresoon.LikeCalifornia,Ontariomaybetemptedtotakeitschancesonaspeculativebubble,onethatdismantles

thepublicuniversityandprivilegesprivateinterests.It’sagamblewecan’taffordtolose.(1891words)新編研究生綜合英語教程UNIT813 .安大略省的高等教育體系，正如世界各地的許多其他司法管轄區(qū)一樣，與加州面臨許多共同的挑戰(zhàn)：學生成本的不可持續(xù)，公共投資的減少，以財政緊縮為重點的政客。加州經(jīng)常被樹立為榜樣讓安大略省效仿。因此，如果大規(guī)模在線開放課程狂潮還沒有完全入侵加拿大的話，可以肯定的說，它很快就會出現(xiàn)在那。像加利福尼亞州一樣，安大略省可能會傾向于抓住投機泡沫的機會，即一個取消公立大學和給予一些私人利益集團謀利的機會。這是一場我們輸不起賭博。新編研究生綜合英語教程UNIT8? ThetextistakenfromtheJournalofHigherEducation,May2013issue.? AaronBadyisadoctoralcandidateinEnglishliteratureattheUniversityofCaliforniaatBerkeley,