Alguns items sobre futuro de (qq) univ.

Looks into the general, market-wise setting; Quem sabe, lá se chegará...

http://finanzasuniversitarias.edunomia.es/2012/03/13/analizando-el-futuro-de-las-universidades-britanicas/

e qdo ''Graduate Programs in Humanities Are Shrinking'' http://chronicle.com/article/Graduate-Programs-in/131123/?sid=&utm_source=&utm_medium=en,

pq n é facil...

http://chronicle.com/blogs/brainstorm/two-visions-of-the-university/44699?sid=gn&utm_source=gn&utm_medium=en : organic model vs the business one.


The Honourable Schoolboy

Ps. Read more: http://chronicle.com/blogs/profhacker/imagining-the-future-of-the-university/39021?sid=wc&utm_source=wc&utm_medium=en  ''  ...some universities are recognizing the need to re-focus on undergraduate education; for example, Stanford recently released a report on The Study of Undergraduate Education at Stanford embracing “adaptive learning,” the ability to “integrate” one’s education and experience to tackle new challenges (13). Gutmann likewise emphasized the need to integrate knowledge across disciplines, questioning the artificial division between liberal and professional education and speaking to the importance of cross-disciplinary work. For example, the Penn Integrates Knowledge program recruits faculty whose research and teaching transcend disciplinary boundaries. Such a cross-disciplinary approach is essential in addressing “thorny challenges” like reforming health care, which involves policy, ethics, economics, business, science, nursing and medicine. Speakers cited models for innovative pedagogy, such as Johns Hopkins’ Gateway Science Initiatives, which promotes active learning in introductory science courses; Michigan’s “high-touch,” interactive approaches to teaching calculus; and the University of Minnesota Rochester’s emphasis on peer instruction and concept-driven learning over lectures. Vest suggested that “on-campus personalized learning” (such as CMU’s Open Learning Initiative) holds promise for delivering better learning at a lower cost, since it combines faculty guidance with technologies that are based upon learning science research, assessing the learner’s progress and providing customized exercises and support. But how can we disseminate and scale up such approaches, especially given resource constraints?

'' Bem, talk about it, talk, listen. Ouvir. E não impor.

P-o-r-q-u-e (sem pensar em substractos para linhas eleitorais...): '' As we have matured, we are more likely to recognise the limitations of e-learning and technologies. In some cases, these limitations can be addressed, but that may mean more money than is available. I’m thinking specifically of the limitations of a lot of the videoconferencing I see versus a full videoconference room setup. Sometimes, however, while not the best solution, it is the only reasonable solution.'' (http://www.ratcliffelearning.com/2012/03/16/our-maturity-in-online-learning/?utm_source=dlvr.it&utm_medium=twitter)