What is the future of Higher Education? Prescient insights from Michelle Wiese of the Clayton Christensen Institute. “Got Skills? Why Online Competency-Based Education Is the Disruptive Innovation for Higher Education.“
“200 votes. 90 seconds. One big idea. This was the setting for one of the main events for BYU’s Entrepreneurship Week, The Big Idea Pitch, that took place in October. With those 90 seconds, students had the opportunity to present their next business idea to a room full of their peers. Depending on the quality of the presentation and idea, the audience gave the idea a score via iClickers on a scale from one to ten, ten being the highest.” Read more at What’s the Big Idea? BYU’s Big Idea Pitch 2014. From the BYU Creativity, Innovation, and Design group.
Great reading and insights about the changing role of the lecture at Universities by Harvard physics professor, Eric Mazur, “Twilight of the Lecture“. One of my favorite quotes, “He asserts that he is “far more interested in learning than teaching,” and envisions a shift from “teaching” to “helping students learn.” The focus moves away from the lectern and toward the physical and imaginative activity of each student in class.”
I have argued similar things about the origins of lectures and how they must be modified for learners today: “The Lecture: A Technology 562 Years Past Its Prime” and “Moving Beyond the Lecture.“
Back on July 4, 2014, my article “Reading the Scriptures Geographically: Some Tools and Insights” was published by Interpreter: A Journal of Mormon Scripture.
Why Geographical Visual Learning?
Humans are visual learners. The content area of scripture is primarily conceptual and abstract, and thus many readers struggle to master the core fundamentals of history, geography, and themes of the scriptural texts. Without such fundamentals, learners are adrift in an ocean of content without a meaningful map to order and make sense of it all. Visually immersive learning environments can significantly enhance learning gains. Such learning gains are possible when abstract concepts are visually concretized.
Scripture Tools: Introduction to Google Earth and Google Earth Bible (GEB)
In this article I will review several geographical tools that help to contextualize stories, which can aid in understanding the scriptures and drawing out meaning from them. Then using these tools I’ll demonstrate how the meaning of a variety of scriptural passages may be enhanced by reading the scriptures in geographical context. I will conclude by providing other suggested geographical and visual learning with scripture resources.
Learn more at: “Reading the Scriptures Geographically: Some Tools and Insights“
“Nottingham…as a college intern, ate lunch by the pond of the General Motors Technical Center, envisioning a corporate life for himself–until one of the company’s top designers disabused him. “He said, ‘John, this is the greatest R&D center in the world,’ ” Nottingham recalls. “ I’m just drinking it in. I’m just saying, Wow, I’m in heaven, feeding the ducks. Then he dropped a bomb on me. He says, ‘It’s amazing that the most innovative ideas that General Motors has come up with have come from the outside, small companies.’ And I stopped in my tracks, the crumbs going to the ducks stopped in midair. And at that point my life changed. I said if I’m going to be effective, it’s not going to be inside General Motors. It’s going to be outside.”
This article explains one possible avenue. Quotes I found interesting are:
“The business models implicit in higher-ed are broken. Public institutions will not see increasing state funding and private colleges will not see ever-rising tuition.”
“[The] solution [is] to tackle what colleges [are] doing poorly: graduating students. Half the students who enroll in post-secondary education never get a degree but still accumulate debt. The low completion rate can be blamed partly on the fact that college is still designed for 18-year-olds who are signing up for an immersive, four-year experience replete with football games and beer-drinking. But those traditional students make up only 20 percent of the post-secondary population. The vast majority are working adults, many with families, whose lives rarely align with an academic timetable.”