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“Content can enable learning, but it cannot provide an education. Similarly, content is not our core value.” @nick_kapur/1371464162145107970
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The article and @nick_kapur’s thread are thought-provoking. I do think the institutional economics and the mechanics of a move online are very different for strong teachers who really take advantage of classroom interaction—have you seen Nick’s amazing sengoku simulation?! @nick_kapur/1371465313179598850
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I’m perhaps a bit more optimistic about the value of incorporating the flipped model. My sync time is *much* better with students who did pre-work. Once upon a time that may have been textbook-based, but now it seems to need to incorporate video. @timeshighered/1368788821958070274
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But good production is HARD and its a specialized skill. I think the model *really* benefits from ensuring good content can be used in multiple classes. I’m excited by what @Atif_Ikram1’s building. I am teched up, but I know “content creation” is NOT my comparative advantage.
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I haven’t found good off-the-shelf “content,” so I record some of my own. But it’s secondary to the sync experience. My tech investment is to do awesome online sync classes, and then I use that stuff to try to make my videos look better.
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Everybody has to draw the line. For me, I want good enough pre-work videos for my classes, and I use the best tech I have on hand (set up mainly for live). But I record one take and I don’t edit videos. I leave that to the pros like @DrAAlBahrani. #餅は餅屋