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C21U Innovations-Games in Education Unconference Summary

The Center for 21st Century Universities (C21U) acts as a laboratory for innovative ideas in Higher Education. To accomplish this goal, it is important to gather the most innovative minds and the most interested parties together to tackle the complex problems facing higher education. C21U hosts several Catalyst Unconference workshops each semester, and the topic of C21U’s second Catalyst Unconference focused on Games in Education.

C21U Innovations-The Semantics of Games in Education

The idea of using games and gaming mechanics in higher education has been of increasing interest recently, as indicated by the amount of attention it has generated in online forums.  A previous C21 essay discussed the potential value of gamification in an educational context, but a more in-depth examination of the topic reveals a definitional debate surrounding the concept, that requires clarification before discussing the best practices for implementing game elements into a classroom setting.

Failing: Results of New Tests of Financial Strength

The last time I checked on the financial health of colleges and universities the news was not good: in 2010 the finances at 150 private nonprofits were so fragile that they failed the Education Department’s test of financial responsibility.  The Feds provide financial aid to students who attend responsibly managed educational  institutions, so it’s not unreasonable for them to ask whether audited financial returns reflect sound management. The 2011 test results were released in late October.

C21U Innovations – Techburst Competition

One of the Center for 21st Century Universities’ initial projects was the innovative Techburst competition –a contest where Georgia Tech students develop short, creative videos teaching a single concept drawn from the Georgia Tech instructional curriculum.

GUEST BLOG: A Proposal for a New Kind of Degree. The "B.S.-bs"

Imagine that you needed to go to the hospital for some necessary surgery, and that the hospital staff told you that, as a matter of policy, they were also going to remove your appendix. You’d complain that your appendix was fine, and that removing it wasn’t what you were coming to the hospital for. The staff would dutifully note that you weren’t doing much with your appendix anyway, and that it could become infected later in life, at which point you’d need a much-messier emergency appendectomy, so you might as well take it out now.

Break Down Barriers and Constructing Courses: A summary of the C21U Unconfrence on Open Courseware at Georgia Tech

Center for 21st Century Universities (C21U), frequently employs the image of an inventor experimenting in his garage as a metaphor for the Center's approach to higher education innovation. In a garage, constraints such as prohibitive bureaucracies or established practices do not exist. The garage model allows for the uninhibited flow of ideas, experimentation, and on occasion, failure.

Throwing Sand in the Gears of Higher Education


The 2020 STEM Classroom: Remarks to Joint Education Subcommittee

The Joint Commission Education Subcommittee is a strategic science and technology initiative of the Georgia Senate and General Assembly that seeks to chart the tech legislative and policy direction for the state of Georgia.  A copy of the resolution can be found here.

The subcommittee met at Georgia Tech on October 18 to discuss the role of STEM education in meeting Georgia’s growth aspirations in science and technology.

Professor-Robots: The Worst 19th Century Idea of the 21st Century

There was a time before TSA and 9/11  when crazy people wandered freely around the nation’s airports. I was heading to the Eastern Airlines gates at O’Hare when I was stopped by  a guy in a suit wearing a sign that said there was now mathematical proof that the country was going to Hell in a hand-basket. I slowed a beat but it was enough for him to shove a magazine in my hand. “You should read this!” he said. “They don’t want you to know about it!.”  I glanced at the cover. It was Fidelio, Lyndon Larouche’s magazine of culture and science. “Great,” I thought. “NCLC propaganda.”

“Hi, Bill. I’m Rich. Welcome to your MOOC”



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