新编研究生综合英语教程unit8

新编硕士综合英语教程

AdvancedEnglishforGraduateStudents:

GeneralSkills&AcademicLiteracy1/228UnitEight

Education2/228TextATheMOOCBubbleandtheAttackonPublicEducationTextB

UniversitiesandTheirFunction3/228IfapracticalendmustbeassignedtoaUniversitycourse,itisthatoftraininggoodmembersofsociety.Itsartistheartofsociallife,anditsendisfitnessfortheworld.Itneitherconfinesitsviewtoparticularprofessionsontheonehand,norcreatesheroesorinspiresgeniusontheother.Butauniversitytrainingisthegreatbutordinarymeanstoagreatbutordinaryend;itaimsatraisingtheintellectualtoneofsociety,atcultivatingthepublicmind,atpurifyingthenationaltaste,atsupplyingtrueprinciplestopopularenthusiasmandfixedaimstopopularaspiration,atgivingenlargementandsobrietytotheideasoftheage,atfacilitatingtheexerciseofpoliticalpower,andrefiningtheintercourseofprivatelife.

Overview4/228Itistheeducationwhichgivesamanaclear,consciousviewofhisownopinionsandjudgments,atruthindevelopingthem,aneloquenceinexpressingthem,andaforceinurgingthem.❶❶

Itisfromthebook

TheIdeaofaUniversity

byJohnHenryNewman,5/228

BackgroundInformation

Pre-readingQuestions

TextA

TheMOOCBubbleandtheAttackonPublicEducation

Vocabulary

ExercisesTextATheMOOCBubbleandtheAttackonPublicEducationContents6/2281.InformationaboutMOOCs2.AttitudetowardsMOOCs3.CulturalBackgroundInformationBackgroundInformation7/228l.ComprehensionIIWordStudyIIIClozeVWritingExercisesIVTranslation8/228IComprehension

1.AnswerQuestions2.Paraphrase9/228IVTranslation1.EnglishTranslation2.ChineseTranslation10/228MOOC-MassiveOpenOnlineCourse1.Massive,open,onlinecourses(knownasMOOCs)areshortcoursesthataredeliveredonlineforfree.

Theydon'thaveanyentryrequirementsandareopentoanyoneanywhereintheworldwithaninternetconnection.MOOCsletyoutofitlearningintoyourlife.Theygiveyoutheflexibilitytochoosewhenandwhereyoustudy-supportingyoutomanageyourstudiesalongsideyourworkorothercommitments.IfyouhaveaninternetconnectionMOOCsallowyoutoaccessqualityeducationforfree.Background1.InformationabouttheMOOCs11/2282.MOOCsareclassesthataretaughtonlinetolargenumbersofstudents,withminimalinvolvementbyprofessors.Typically,studentswatchshortvideolecturesandcompleteassignmentsthataregradedeitherbymachinesorbyotherstudents.Thatwayaloneprofessorcansupportaclasswithhundredsofthousandsofparticipants.Background1.InformationabouttheMOOCs12/2283.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.InformationabouttheMOOCs13/2281.AdvocatesofMOOCshavebigambitions,andthatmakessomecollegeleadersnervous.They'reespeciallyworriedabouthavingtocompetewithfreecoursesfromsomeoftheworld’smostexclusiveuniversities.Ofcourse,westilldon'tknowhowmuchthecourseswillchangetheeducationlandscape,andthereareplentyofskeptics.Background2.AttitudetowardsMOOCs14/2282.MOOCs,ascurrentlydesigned,addresstwoofthethreechallengesfacingpostsecondaryeducation:accessandcost.MOOC-baseddegreeprogramswouldnotonlydemocratizeeducation,buttheirscalabilitywouldhelpendtheunsustainabletrajectoryoftuition.Theyareaneffectiveremedytothe"costdisease"plaguinghighereducation12

andaviablesolutiontotheproblemofprovidingglobalaccesstoeducationalcredentials.Background2.AttitudetowardsMOOCs15/2283.Aturningpoint

willoccurinthehighereducationmodelwhena

MOOC-basedprogram

ofstudyleadstoa

degreefromanaccreditedinstitution

—atrendthathasalreadybeguntodevelop.Addressingthe

qualityofthelearningexperience

thatMOOCsprovideisthereforeofparamountimportancetotheircredibilityandacceptance.MOOCsrepresentapostindustrialmodelofteachingandlearningthathasthepotentialto

undermineandreplacethebusinessmodel

ofinstitutionsthat

dependonrecruitingandretainingstudents

forlocation-bound,proprietaryformsof

campus-basedlearning.Background2.AttitudetowardsMOOCs16/2281.ThefirstMOOCsemergedfromtheopeneducationalresources(OER)movement.ThetermMOOCwascoinedinbyDaveCormierofthe

UniversityofPrinceEdwardIsland

andSenior

ResearchFellow

BryanAlexanderoftheNationalInstituteforTechnologyinLiberalEducationinresponsetoacoursecalledConnectivismandConnectiveKnowledge(alsoknownasCCK08).MOOCsarewidelyseenasamajorpartofalarger

disruptiveinnovation

takingplaceinhighereducation.Inparticular,themanyservicesofferedundertraditionaluniversitybusinessmodelsarepredictedtobecome

unbundled

andsoldtostudentsindividuallyorinnewlyformedbundles.Theseservicesincluderesearch,curriculumdesign,andcontentgeneration(suchastextbooks).ByJunemorethan1.5millionpeoplehadregisteredforclassesthroughCoursera,Udacityand/oredX.ByOctober,Courseraenrollmentcontinuedtosurge,surpassing5million,whileedXhadindependentlyreached1.3million.3.CulturalBackgroundInformation17/2282.KhanAcademyAnonprofitorganizationfoundedbytheMITandHarvardgraduateSalmanKhan.KhanAcademybeganinasanonlinelibraryofshortinstructionalvideosthatMr.Khanmadeforhiscousins.Thelibrary—whichhasreceivedfinancialbackingfromtheBill&MelindaGatesFoundationandGoogle,aswellasfromindividuals—nowhostsmorethan3,000videosonYouTube.KhanAcademydoesnotprovidecontentfromuniversities,butitdoesofferautomatedpracticeexercises,anditrecentlyofferedacurriculumofcomputer-sciencecourses.Muchofthecontentisgearedtowardsecondary-educationstudents.3.CulturalBackgroundInformation18/2283.edXAnonprofiteffortrunjointlybyMIT,Harvard,andBerkeley.Leadersofthegroupsaytheyintendtoslowlyaddotheruniversitypartnersovertime.edXplanstofreelygiveawaythesoftwareplatformitisbuildingtoofferthefreecourses,sothatanyonecanuseittorunMOOCs.3.CulturalBackgroundInformation19/2284.CourseraAfor-profitcompanyfoundedbytwocomputer-scienceprofessorsfromStanford.Thecompany’smodelistosigncontractswithcollegesthatagreetousetheplatformtoofferfreecoursesandtogetapercentageofanyrevenue.Morethanadozenhigh-profileinstitutions,includingPrincetonandtheU.ofVirginia,havejoined.3.CulturalBackgroundInformation20/2285.UdacityAnotherfor-profitcompanyfoundedbyaStanfordcomputer-scienceprofessor.Thecompany,whichworkswithindividualprofessorsratherthaninstitutions,hasattractedarangeofwell-knownscholars.UnlikeotherprovidersofMOOCs,ithassaiditwillfocusallofitscoursesoncomputerscienceandrelatedfields.5.UdacityAnotherfor-profitcompanyfoundedbyaStanfordcomputer-scienceprofessor.Thecompany,whichworkswithindividualprofessorsratherthaninstitutions,hasattractedarangeofwell-knownscholars.UnlikeotherprovidersofMOOCs,ithassaiditwillfocusallofitscoursesoncomputerscienceandrelatedfields.3.CulturalBackgroundInformation21/2286.Connectivism,anewtheoryoflearningforthedigitalage,isnotwidelyaccepted.Verhagenarguedthatconnectivismisrathera“pedagogicalview.”Connectivismwasintroducedinbytwopublications,Siemens’Connectivism:LearningasNetworkCreationandDownes’AnIntroductiontoConnectiveKnowledge.Connectivismisahypothesisoflearningwhichemphasizestheroleofsocialandculturalcontext.Summarizingconnectivistteachingandlearning,Downesstates:“toteachistomodelanddemonstrate,tolearnistopracticeandreflect.”In,SiemensandDownesdeliveredanonlinecoursecalled“ConnectivismandConnectiveKnowledge.”Itcoveredconnectivismascontentwhileattemptingtoimplementsomeoftheirideas.Thecoursewasfreetoanyonewhowishedtoparticipate,andoverpeopleworldwideenrolled.3.CulturalBackgroundInformation22/228➊ MOOCsaretakingtheworldbystorm,butwhatexactlyisaMOOC?Andwouldyouliketosignup?➋ Doyouthinkuniversitiescansurvivethedigitalrevolution?➌ WhatisthedifferencebetweenordinaryopenonlinecoursesandMOOCs?➍ WhatdoyouthinkofthefutureofMOOC?Pre-readingQuestions23/228TheMOOCBubbleandtheAttackonPublicEducation

.AaronBady24/2281 Inthelastyear,MOOCs❹havegottenatremendousamountofpublicity.LastNovember,theNewYorkTimesdecidedthatwas“theYearoftheMOOC,”andcolumnistslikeDavidBrooksandThomasFriedmanhaveproclaimedadnausea

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

—“CollegeisDead.LongLiveCollege!”TextATheMOOCBubbleandtheAttackonPublicEducation❷AaronBady❸`25/2281.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！”26/2282 .Whereisthe

hypecomingfrom?Ontheonehand,highereducationisripefor“disruption”—touseClaytonChristensen’stheoryof“disruptiveinnovation”❺—becausethereisareal,systemiccrisisinhighereducation,onethatoffersnoapparentor

immanentsolution.It’shardtoimaginehowthestatusquocansurviveifyouextendcurrenttrendsforwardintothefuture:howdoeshighereducationasweknowitcontinueiftuitionfeesandstudentdebtcontinuetoskyrocketwhilestatefundingcontinuestoplunge?Atwhatpointdoesthesystemsimplybreakdown?Somethinghastogive.27/2282.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。28/2283. Atthesametime,thespeedatwhichanobscureformofnon-credit-basedonlinepedagogy

hasgonesomassivelymainstreamdemonstratesthelevelofinvestmentthatavarietyofpowerfulpeopleandinstitutionshavemadeinit.TheMOOCrevolution,ifitcomes,willnotbetheresultofagroundswell

ofdissatisfactionfelicitouslyfindingatechnologythatnaturallysolvesproblems,norsomeversionofthemarket’sinvisiblehand.It’satsunamipoweredbytheinterestedspeculationofinterestedpartiesinaparticularindustry.MOOCsare,andwillbe,bigbusiness,andthewaythattheirmakersseeprofitabilityattheendofthetunneliswhatgivesthemtheirparticularshape.29/2283 .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。30/2284 .Afterall,whenthetermitselfwascoinedin—MOOC,forMassivelyOpenOnlineCourse—itdescribedaratherdifferentkindofproject.DaveCormiersuggestedthenameforanexperimentinopencoursewarethatGeorgeSiemensandStephenDowneswereputtingtogetherattheUniversityofManitoba,aclassof25studentsthatwasopeneduptoover1,500onlineparticipants.Thetsunamithatmadelandinbearsalmostnoresemblancetothatrelativelysmall—andverydifferentlyorganized—effortatablendedclassroom.ForCormier,Siemens,andDownes,thefirstMOOCwaspartofalong-runningengagementwithconnectivistprinciplesofeducation,theideathatwelearnbestwhenwelearncollaboratively,innetworks,becausetheprocessoflearningislessaboutacquiringnewknowledge“content”thanaboutbuildingthesocialandneuralconnectionsthatwillallowthatknowledgetocirculate,beused,andtogrow.31/2284 .毕竟于，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。32/228ThisfirstMOOCwasanchoredbywhatDaveCormierhascalled“eventedness”—thefactthatitwasaprojectsharedamongparticipants,withinadefinablespaceandtime—butitsoutcomesweretobefluidandopen-endedbydesign.Thegoalwastocreateaneducationalprocessthatwouldbeasexploratoryandcreativeasitsparticipantschosetomakeit.Moreimportantly,itwasaboutbuildingasenseofcommunityinvestmentinaparticularproject,afundamentallysocially-drivenenterprise.33/228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。34/2285. TheMOOCsthatemergedinlookverydifferent,startingwiththeircentralnarrativesof“disruption”and“un-bundling.”Insteadofbuildingnetworks,theneoliberal

MOOCisdrivenbyadesiretoliberateandempowertheindividual,breakingapartactually-existingacademiccommunitiesandrefocusingontheindividual’sacquisitionofknowledge.TheMOOCsbeingpraisedbyutopiantechnologistsintheNewYorkTimesappeartobethediametric

oppositeofwhatSiemens,Downes,andCormiersaidtheyweretryingtocreate,eveniftheydeploy

someofthesameidealisticrhetoric.Traditionalcoursesseektotransfercontentfromexperttostudentinalectureorseminarsetting.TheoriginalMOOCsstemmedfromaconnectivistdesiretodecentralize

andde-institutionalizethetraditionalmodel,creatingfundamentallyopenandopen-endednetworksofcirculationandcollaboration.35/2285. 源于“破坏”与“非捆绑”中央集权，出现大规模在线开放课程看起来是相当不一样。新自由主义形式大规模在线开放课程，不以构建网络为目标，而是要解放和赋予个体力量，将真正存在学术社群分崩离析，重新聚焦于个人知识取得。由《纽约时代》含有乌托邦理想技术教授推崇大规模在线开放课程与西门子，唐斯和科米尔所创造课程完全相反，即使他们都使用了相同理想主义华丽辞藻。传统课程寻求经过讲座或研讨会形式将内容从教授传递给学生。而大规模在线开放课程起源于连接主义者集权分散以及传统模式非制度化，从而创建根本上开放，无限制，循环协作网络。36/228Incontrast,theMOOCswhicharenowbeingdevelopedbySiliconValleystartupsUdacityandCoursera,aswellasbynon-profitinitiativeslikeedX,aimtodoexactlythesamethingthattraditionalcourseshavealwaysdone—transfercoursecontentfromexperttostudent—onlytodosomassivelymorecheaplyandonamuchlargerscale.Farfromde-institutionalizingeducationormakinglearninglesshierarchical,someofthemostprestigiousinstitutionsofhigherlearningintheworldaretreatingtheMOOCasalifeline

introubledeconomicwaters,

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

revenuestreamsonthebacksoflessprestigiousinstitutions.37/228与此相反，正由硅谷创业企业Udacity和Coursera,以及由像EDX非营利性组织倡议开发大规模在线开放课程，致力于与传统课程一样，即把课程内容由教授传递给学生，只是更广泛，更廉价，规模更大。与教育中非制度化不一样或者为了使教育不那么等级分明，世界上一些最具声望高等教育机构将大规模在线开放课程看做是摆脱经济困境救命稻草。他们借力于“超级教授”来保持在教育领域中卓越地位，而这又重新形成了大学中等级划分。比如，EDX就倡议像哈佛和麻省理工大学就能够将他们自己课程推销给其它大学。以哈佛和麻省理工大学名声为交易，EDX在不那么著名机构支持下创造了新收入起源。38/2286. CourseraandUdacityMOOCsarenotreally“connectivist”inthesensebywhichSiemensandDownesmeanttheterm.Forthepost-MOOC,learningistobeaprocessthatfocusesontheindividuallearner,whoacquiresnewknowledgeorskills,andisindividuallyresponsible(andgraded)onhowwellheorsheputsthatlearningintopractice.Asafullymarketized

commodity,thisMOOCisonlylegible

attheleveloftheindividual.39/2286 .Coursera和Udacity大规模在线开放课程，严格说来并不是西门子和唐斯赋予该术语真正“连接主义者”含义。对于后大规模在线开放课程，学习将会成为一个着重于个体学习过程。个体学习者取得新知识或技能，并针对个体实践表现进行评价。作为一个完全市场化商品，大规模在线开放课程只有在个体意义上才是清楚可辨和明确。40/2287. Giventheserealities,IwouldsuggestthatMOOCsaresimplyanewwayofmaintainingthestatusquo,ofre-institutionalizinghighereducationinaneraofbudgetcuts,skyrocketingtuition,andunemployedcollegegraduatesburdenedbystudentdebt.IftheMOOCbeganintheclassroomasanexperimentalpedagogy,ithasswiftlymorphedintoaprocessdrivenfromthetopdown,imposedonfacultybyuniversityadministrators,orevenimposedonadministratorsbyuniversityboardsoftrusteesandregents.Foracademicadministratorsandpolicymakers,theMOOCphenomenonisallaboutdollarsandcents,aboutdoingmoreofthesamewithlessfunding.41/2287 .鉴于这些事实，我认为大规模在线开放课程只是一个维持现实状况，在预算削减，学费飞涨，负担学费债务重荷大学毕业生面临失业时代高等教育再制度化新方式。假如大规模在线开放课程作为一个试验教学法，之前就开始应用于课堂上话，它现已快速演变成一个自上而下驱动过程，并由大学行政人员强加给教师，又或者甚至由大学理事会及董事会强加给行政管理员结果。对于学术管理人员和政策制订者来说，全部大规模在线开放课程现象都是关于美元（利益驱动），意在用更少资金来做更多一样事情。42/228AndwhileMOOC-boostersliketoderide

the“sageonthestage”modelofeducation-delivery—asifcrowdedlecturehallsareliterallytheonlykindofclassroomthereis—mostoftheactually-existingMOOCsbeingmarketedtodayarenotmuchmorethanamassiveandonlineversionofthatverysame“sageonthestage”model.ThroughedX,forexample,SanJoseStateUniversityisincorporatingvideosoflecturesbyHarvardprofessorsintoitsowncurriculuminanexplicitattempttobuildamodelthatcanthenbeexpandedthroughouttheCaliforniaStateUniversitysystem,thelargestpublicuniversitysystemintheworld.Butthatmodelissimplyamassiveexpansionofthelecture-basedcontentdeliverythattheMOOCboostersclaimtodespise.AndwhatcouldbemorehierarchicalthanahighprestigeuniversitylikeHarvardlecturingtoalessprestigiousinstitutionlikeSJSU?43/228尽管大规模在线开放课程支持者喜欢嘲笑“舞台上圣人”教育传递模式———好像拥挤演讲厅确实是唯一一个课堂模式———大部分今天被市场化大规模在线开放课程与“舞台上圣人”模式差不多。比如，经过EDX，圣何塞州立大学正将哈佛教授们讲座视频纳入到它自己课程当中，并试图建立一个能够扩展至整个加州州立大学系统——世界上最大公立大学教学系统——教学模式。但这种模型正是大规模在线开放课程支持者一直藐视，以讲授为主来传递内容大规模扩展。有什么能比一个像哈佛那样享受高尚威望大学给一个不那么著名机构如SJSU(SanJoseStateUniversity)讲学，更含有等级性？44/2288. Indeed,forthoseofusinCalifornia,the“MOOCification”ofpublichighereducationlooksmorelikealand-rushthanatsunami,amassivegive-awayofpublicassetstoprivatecorporateinterests.SanJoseStateUniversityisliterallylocatedwithinSiliconValley,soit’snotsurprisingthatithastakentheleadinbuildingbridgesbetweeneducationalstartupsandpublichighereducation,outsourcing

someofitsownteachingtoedXontheonehandandpartneringwithUdacitytoofferonlinecoursesontheother.ButifCaliforniaiswhereeverythinghappensfirst,aswearesooftentold,thenweshouldbewatchingverycloselyhowthisstate’sgovernmentandSiliconValleyareusingMOOCfeverasacovertoprivatize

publichighereducationout45/2288 .实际上，对于我们这些加州人来说，公立高等教育“慕课化MOOCification”看起来更像是一个大陆上交通高峰而不是海啸，一个将公共资产大量退让给私人企业利益妥协。圣何塞州立大学设在硅谷，所以，它率先在教育企业和公立高等教育之间修建桥梁并不奇怪，它首先外包自己对EDX一些教学，另首先与Udacity合作提供在线课程。不过，假如正如我们所知，加州事事先人一步话，那么我们应该亲密关注国家政府和硅谷怎样利用人们对大规模在线开放课程狂热来作掩护，从而使公立高等教育私有化。out46/228ThereiscurrentlyabillpendingintheCalifornialegislature—SB520—whichwillrequireCalifornia’spublicuniversitiestoacceptcoursecreditfromselectedonlinecourseproviders,inhopesofeventuallyoutsourcingasmuchas20percentoftheircurricula.Muchofthisoutsourcingwilllikelygotofor-profitonlineinstitutions,thesectoroftheeducationindustrywhichconsistentlyproducestheworstresultsatthehighestcost.Studentretention

inthissectorislow,feesarehigh,andthequalityoflearningoutcomesispoor47/228当前加州立法机关有一个悬而未决SB520法案，这个法案需要加州公立大学接收来自所选在线课程提供学分，最终希望外包高达20%课程。很多这种外包将可能会转向网上营利性机构，教育行业一直以来以最高代价换取最糟糕结果。这一领域留住学生比率不是很高，不过费用却很高，学习结果也并不理想。48/2289 .Toputitassimplyaspossible,theCalifornialegislatureproposestosolvearealsystemiccrisis—collapsingpublicresources,diminishingaffordability,andfallingcompletionratesinthestate’shighereducationsystem—bysendingitsstudentstoMOOCs.Tothebill’ssponsor,DarrelSteinberg,andtoGovernorJerryBrown,MOOCsseemlikeawin-winsolutiontoanintractablefiscalcrisis.Ontheonehand,studentswhoarelockedoutofoverenrolledcorecoursescancompletetheirdegreesbytakingthoseclasseswithanonlineprovider,possiblyevenatalowercosttostudentsandatnoextracosttothestate.Ontheotherhand,allowingSiliconValleystart-upslikeCourseraandUdacitytooffercoursesfortransfercreditintheCaliforniaStateandUniversityofCaliforniasystemswillgivethosecompaniesalegitimacyintheeducationmarketplacethattheyhaveneverhadbefore.49/2289. 简单地说，加州立法机关经过让学生参加大规模在线开放课程，提出一个处理真正系统危机——公共资源瓦解，负担能力降低，国家高等教育体系中完成率下降——处理方案。对该法案发起人达雷尔·斯坦伯格，以及州长杰里·布朗来说，大规模在线开放课程似乎是一个处理棘手财政危机双赢方案。首先，因为过分参加关键课程而被困住学生能够经过网络供给商提供那些课程来完成他们学位，那些课程甚至可能对学生来说是较低成本，对国家来说是没有额外费用；另首先，允许硅谷初创企业如Coursera和Udacity在加州和加利福尼亚大学体系中提供转学分课程，这将在教育市场上给予这些企业之前从未有过正当性。50/22810 .AsUCSBprofessorandhighereducationcommentatorChrisNewfieldputitrecentlyinablogpost,thisbill—andtheassociatedMOOCfrenzy—is“astraightbusinessplay:”MOOCmomentumisbeingdrivennotbyeducationalneedorproventechnologicalachievementbutbyabusinesslobbywithconnectionsandresourcesasgoodasWallStreet’s,andwithabettersocialcause.Themovement’ssystematicexaggerations,thelackofconcernforimpactsonthepublicuniversityecosystem,thestagedbenevolencetowardsahostilecustomer—allarehallmarksnotoftechnicalorpedagogicalprogressbutofacarefullydesignedbusinessstrategy.51/22810. 正如加州大学圣巴巴拉分校教授，高等教育评论员克里斯·新野最近公布一篇博文所说，这项法案和相关对大规模在线开放课程狂热都是“直接商业运作”：大规模在线开放课程势头不是由教育需求或已证实技术成就推进，而是由一个与华尔街几乎一样有着关系和财力，含有很好社会动机商业来推进。该运动系统性夸大，缺乏对公立大学生态系统影响关注，对一个充满敌意客户表现仁慈——全部这些都不是技术或教学法进步标志，而是精心设计业务策略。52/22811. Ifthisbillpasses,thewinnerswillbeSiliconValleyandtheausterity

hawks

intheCalifornialegislature:theformerwillhaveprivilegedaccesstothelargeststudentmarketinthestate,whilethelatterwillberelievedofthefinancialburdenofhavingtoeducatethestate’syoungpeople53/22811 .假如该法案经过，赢家将会是硅谷和加州立法机构中紧缩鹰派：前者将优先取得在该州最大学生市场，而后者将会因为缓解了教育年轻人所负担财政负担感到欣慰。54/22812 .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.55/22812 .直接地说，大规模在线开放课程是一个投机泡沫，一个由亲商政府支持和媒体炒作而产生并高估产品。像全部投机泡沫一样——尤其是那些源自硅谷投机泡沫——它终将会破灭。专栏作家，政治家，大学管理者和教育企业家都在议论这些关于高等教育未来热情洋溢措辞，这只是因为它还未发生;大规模在线开放课程依然能够为全部些人做全部事，因为从这个词字面意义上说，它让我们思索未来改变样子。而当学生和教授将自己时间和精力投注于此时候，硅谷打赌说大规模在线开放课程将会是高等教育中下一个大事件，像加州州长杰里·布朗这么政治家们都在主动推进该州公立大学把大规模在线开放课程纳入到他们课程中去，并确信巨大，开放和在线课件将成为处理该州高等教育经费连续危机方案。56/22813. Ontario’shighereducationsystem,aswithmanyotherjurisdictionsaroundtheworld,sharesmanychallengeswithCalifornia:unsustainablestudentcosts,decliningpublicinvestment,andausterity-focusedpoliticians.CaliforniaisoftenheldupasanexampleforOntariotoemulate.So,iftheMOOCfrenzyhasnotfullyhitCanadayet,itissafetobetthatitwillbetheresoon.LikeCalifornia,Ontariomaybetemptedtotakeitschancesonaspeculativebubble,onethatdismantles

thepublicuniversityandprivilegesprivateinterests.It’sagamblewecan’taffordtolose.(1891words)57/22813 .安大略省高等教育体系，正如世界各地许多其它司法管辖区一样，与加州面临许多共同挑战：学生成本不可连续，公共投资降低，以财政紧缩为重点政客。加州经常被树立为榜样让安大略省效仿。所以，假如大规模在线开放课程狂潮还没有完全入侵加拿大话，能够必定说，它很快就会出现在那。像加利福尼亚州一样，安大略省可能会倾向于抓住投机泡沫机会，即一个取消公立大学和给予一些私人利益集团谋利机会。这是一场我们输不起赌博。58/228❷ ThetextistakenfromtheJournalofHigherEducation,Mayissue.❸ AaronBadyisadoctoralcandidateinEnglishliteratureattheUniversityofCaliforniaatBerkeley,andhewritesandtweetsforTheNewInquiryas@zunguzungu.Hebeginsapost-docappointmentattheUniversityofTexasatAustinthisfall.❹ MOOC(MassiveOpenOnlineCourse)isacourseofstudymadeavailableovertheInternetwithoutchargetoaverylargenumberofpeople.AnyonewhodecidestotakeaMOOCsimplylogsontothewebsiteandsignsup.Inadditiontotraditionalcoursematerialssuchasvideos,readings,andproblemsets,MOOCsprovideinteractiveuserforumsthathelpbuildacommunityforstudents,professors,andteachingassistants(TAs).Annotation

59/228❺ DisruptiveInnovation,atermofartcoinedbyClaytonChristensen,describesaprocessbywhichaproductorservicetakesrootinitiallyinsimpleapplicationsatthebottomofamarketandthenrelentlesslymovesupmarket,eventuallydisplacingestablishedcompetitors.Annotation

60/228OrganizationoftheText61/228nauseumtsunamiclichéhypedisruptionimmanentstatusquocollaborativepedagogygroundswellanchorneoliberaldiametricdeploydecentralizehierarchicallifelineleveragerevenuestreammarketwiselegibleMorphderideOutsourceCoreVoca