Blogs

I spent the weekend thinking about Christmas cards, and Christmas presents. Not the ones that I have not yet bought, or sent, but ones that were postmarked Newtown last week, or purchased in Danbury a week or two ago, already wrapped and ready to be put under a Christmas tree. Cards with pictures of children on them, children who will not see the Christmas the cards celebrate; children who will not open the gifts purchased for them. I cannot think about these gifts, these cards. I cannot imagine the grief of the families.

I may be the only person in Backboro who likes Limburger. (Maybe not, of course. It's unlikely that the local grocery stocks it just for me, but for sure there's aren't very many of us around here.) Smelly. Very smelly. But a lovely flavor, and you get used to the aroma after a couple of decades.

The latest in my year-end series on the most important trends in ed-tech. Part Four: The Flipped Classroom

My break is filled to bursting with work -- and you?

Liberal arts colleges that subscribe to the Division III philosophy enable students to integrate—and balance—their athletic experience with academic interests and other co-curricular activities. Student-athletes compete not because they expect a financial reward or because booster clubs and alumni have a vested interest in their performance, but because they are driven to excel.

We’ve stopped in Sandy Hook any number of times over the last few years, driving between Massachusetts and New Jersey. It’s a cute little town just off route 84, about halfway between Danbury and Waterbury. It has several good lunch places, and a lovely upscale toy store in an old house that couldn’t be any more New England-y if it tried. Behind the toy store there’s a creek with several decks overlooking it, and if I remember right, even a mill wheel. The last couple of times we were there, we spent more time than was strictly necessary, just because we liked it so much.

In a previous post we predicted that this year MOOCs will morph into MOCCS (Mid-Sized Online Closed Courses).

I recently read for the first time a book that for many (most?) is a classic: Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines, in its revised edition (2001). I admit that the idea of an ethnography of academic disciplines and their internal codes is a bit narcissistic in the sense that it belongs to the genre of academics studying and writing about academia, but then so is this blog and all the writing about the theories of pedagogy and the analyses of higher education.