Stop Making Sense

I think that the Chronicle of Higher Education is getting better… This week they’ve included a fascinating look (“How educated are state legislators?“) at the education levels of our elected officials in state legislatures. They are more educated than the public at large, not surprisingly, but perhaps surprisingly more than a quarter have no post-second education. Maybe it’s just state stereotypes but there’s some surprises.

Texas (86.2%) is more educated than Illinois (81.9%) and California is ahead of both (89.9%) but not that much more educated that Texas. Nebraska is up there with New York, Texas, California, and Virginia in the top five. The least educated is New Hampshire (53.4) which seems odd; the second lowest is Maine (58%), which has a lower percentage than Delaware (59.7), New Mexico (59.7%) and Arkansas (60.4%).

Democratic representatives seem to all support education, at least nominally but the Chronicle found both a Republican yahoo (“You go to college, you take a foreign language, and all these ridiculous diversity requirements…” and a reasonable Republican: “When costs go up, the rich can handle it and many poor students receive grants to cover their expenses,” she says. “But for middle-class families like my own, it makes a huge difference.”

Back to the (Future of the) Single Task

A decade ago those of us interested in computers and learning were convinced that multitasking, encouraged by the internet in particular, was going to change what it meant to be human. Everything had to be redesigned to encourage multitasking; we had to accept, we told ourselves, that our (younger) students would be even better at it, because they would know no work or play without it.

We were a little put off by the prospect of the world becoming utterly strange, but their ascendancy seemed inevitable. A handful of more scientific minded folk took these ideas very seriously and started devising experiments and tests to see if it were really true. The news is not good. I just listened to an interview with Clifford Nass, a sociologist at Stanford on the Canadian show Spark (Episode 142, here);

The evidence is clear, Nass says: our brains are not designed to multitask and the more we try to multitask the worse our cognitive performance becomes. More and more people are reporting that multitasking is unproductive and the single task has become daunting. We’ve unlearned concentration and focus, and Nass believes, we need to relearn how to keep our minds on a single task.

Bring on the Regulations

Lot’s of people (in the U.S. anyway) tend to react badly when they hear the word “regulation.” That’s mostly thanks to a long right-wing campaign to undermine the very idea of government. Of course, without regulation we’d be drinking poisoned water or living in houses that might burn down or buying products that could kill us. In fact, logically, given the still emerging ramifications of global warming, or the ongoing crisis of the financial industry, here and in Europe, we don’t have enough regulation. Or, perhaps, we don’t have enough regulators. The for-profit industry should fight for a strong, adequately staffed regulatory system.

The for-profit sector is no more or less corrupt than the public, but the regulations outlined in “Accreditor to Offer New Model That Looks Into Corporate Practices of For-Profit Colleges” should be welcomed. A strong accreditation system, tailor-made for the for-profits, is a necessity.The current era of for-profit growth is rooted in the sheer number of students left out- or pushed out- of the pubic system. As the market matures over the next decade or so, this growth will slow to a crawl and students will become much more selective. When that happens, we will need strong accreditation systems to compete.

Bubbles and Cash Cows

The trouble with metaphors is that they become habits and we keep using them well beyond the point that they are meaningful. I was reading, “”Why Are So Many Students Still Failing Online,” and I thought: that technology-will-fix-eduction bubble is still not quite fully burst… Is it a slow motion bubble? What so striking about the piece is not that it’s so full of common sense, but that the writer, Rob Jenkins, seems so defensive about asserting common sense.

“We can’t teach everything online, nor should we try”? Who would argue with that? The fact that Jenkins feels compelled to defend this idea, even jokingly, is symptomatic of the problems– I’ve called it decadence– in U.S. higher education: common is heretical. There’s no shortage of people who are mature and skilled enough to succeed at online learning. As usual, administrations are focused on milking the cash cow, not education. The bubble is dead; long live the cash cow.