These are reforms that should foster innovation. It was the first thing that occurred to me in 2012 when the MOOC phenomenon started to reshape my thinking about technology-enabled learning (see my blog post http://wp.me/p1NyQx-R1). "Letting learning outcomes speak for themselves in a Linked-In network of referrals, accrediting course repositories rather than institutions, and crowd-sourcing ratings to help students choose among competing courses and curricula are all experiments that are under way. Whatever their outcome, the future of accreditation will not be the same."
Kate poses the following situation: Suppose you were studying Environmental Justice. You might attend lectures, read some books, pore over a few case studies…or you might want to actually talk to someone who was affected by, say, the Flint, Michigan water crisis or the events following the Fukushima tsunami. What a powerful ideaa. It applies to many different conversations. Wouldn’t it be great for computer scientists studying cyber security to assemble key players in the discovery, capture and containment of the Morris Worm, widely believed to be the first broad cyber attack on the Internet? How might a small liberal arts college host a classroom discussion with participants from around the world? The 1981 collapse of a walkway at the Kansas City Hyatt Hotel is often used as a case study for ethics classes, but many of the stakeholders (victims, engineers, construction personnel, government officials) are still living. How about engaging in a dialog with them?