►
From YouTube: Oplerno ◐ Team Meeting 82
Description
Watch next week's Team Meeting here:
https://www.youtube.com/watch?v=rC5gI3qWqIw
Watch Team Meeting 81 here:
https://www.youtube.com/watch?v=WrBsP3ddeiU
The digital revolution in higher education has already happened. No one noticed
https://medium.com/@cshirky/the-digital-revolution-in-higher-education-has-already-happened-no-one-noticed-78ec0fec16c7
Are Elite College Courses Better?
https://www.insidehighered.com/news/2015/11/09/study-questions-whether-elite-college-courses-are-higher-quality-others
--
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A
Good
evening
where
we
are
welcome
to
Timmy's
number
30,
no
82
82
years
ago,
54
c
alarmed
enough
to
tell
us
that
we
have
a
team
meeting
going
on
today
in
our
team
meeting
will
be
discussing
some
of
our
user
onboarding.
We
also
have
two
very
interesting
discussions:
lineup
one
about
the
Equality
of
elite
institutions
and
another
about
about
that.
We
missed
the
whole
digital
revolution
in
education,
a
Rob
did
we
miss
the
digital
revolution
in
education,
dude.
B
B
Yeah,
so
let's,
let's,
let's
talk
about
that,
a
little
bit
I'm
having
a
lot
of
fun.
We
have
I'm
generally
reserving
tuesdays
and
thursdays,
but
then
it
usually
creeps
into
the
entire
week
of
having
these
great
half
hour
hour
long
meetings
with
faculty
on
sometimes
updating
showing
them
different
aspects
of
canvas.
You
know
the
teacher,
you
know
working
with
them
on
outcomes
or
showing
different
things
about
how
to
use
Google
Hangouts.
You
know
a
great
book.
B
You
know
some
page
design,
but
also
talking
about
pedagogy
and
how
you
know
pedagogy
in
a
classroom,
is
very
different
than
pedagogy
online
domin.
That
online
has
to
be
a
whole
lot
more
interactive
than
what
happens
in
the
class.
So
that's
a
lot
of
you
know
it's
a
lot
of
fun.
It's
really
really
stimulating.
It's
a
lot
of
work.
B
I
think
the
biggest
benefit
that
we've
got
is
since
we
blew
up
the
old
what
we
call
faculty
crm
are
you
know,
customer
management
system,
our
faculty
profiles
and
the
way
in
which
we're
working
with
them
to
get
faculty
one
signed
up
with
the
contracts
get
them
training
then
work
with
the
course
development
piece
and
then
I'm
now
moving
people
in
the
marketing
on
that
that
is
moving,
much
quicker
for
people.
The
cycle
times
are
quicker
and
also
the
quality
of
what
is
happening
online
is
also
increased.
What
do
you
say?
Data.
A
Yeah,
absolutely
never
I
think
it's
a
really
really
improved.
It
certainly
have
a
lot
of
things
have
become
a
lot
of
a
lot
more
fun
to
do
a
lot
of
interactivity
with
faculty
members
I
think
that
we're
we're
really
pushing
it
far
better
doing
far
better
job
than
we
have
been
doing
in
the
past
and
I.
Think
there's
new,
sheer
Emma's
is
subtly
adding
to
this
and
we're
giving
us
a
lot
more
I
got
a
lot
more
hand
holds
to
be
able
to
properly
to
her.
How
do
you
address
this
in
one.
B
Yeah
I
agree
so
that
song
that's
working
out
well,
I
think
I'm.
You
know
personally
I'm
a
little
behind
in
terms
of
trying
to
keep
up
with
some
of
the
different.
A
sort
of
you
know
automated
tasks
or
tasks
that
we've
got.
You
know
you'll
notice,
that
the
November
update
is
not
completed
on
yet,
and
you
know
one
of
the
reasons.
B
Why
is
that
you
know
spending
so
much
time
with
faculty,
but
also
institutional
and
other
kinds
of
you
know
outreach
to
build
that
Network
of
institutions
and
students
that
are,
you
know,
coming
to
a
play.
No,
but
my
most
valuable
time
is
spent
when
I'm
interacting
with
faculty,
because
I
am
learning
so
much
about
number
one,
even
more
what
faculty
need,
but
also
the
quality
of
the
instruction.
You
know
I
was
looking
at
courses
before
when
they
were
coming.
B
A
B
And
the
interesting
thing
is
I'm
becoming
more
and
more
sure
that,
just
as
we
say,
the
classes
have
to
be
small.
Okay,
that
the
key
is
interactions
also
from
our
from
where
we're
sitting
you
know,
I,
don't
know
whether
you
call
us
administration
or
staff
or
whatever
but
I'll
plan
on
partners
with
faculty,
and
you
know
make
sure
that
there's
a
high-touch
that
you
know
people
know
me.
B
People
will
know
the
other
people
that
we
bring
on
board
and
that
you
really
kind
of
have
a
a
main
contact
person
who
you
develop
a
long-standing
relationship
with
as
you're
developing
your
classes
on
in
courses,
and
that's
that's
really
really
important.
I
still
think
that
you
know
a
team
of
three
can
handle
on
at
least
a
hundred
faculty
arm
and
definitely
need
to
be
able
to
sort
of
help
and
advise
on
a
hundred
sorry,
a
thousand
on
what
I
would
call
bi.
B
A
Luckily
was
it.
Luckily,
there
was
at
the
downtime,
isn't
if
it
hasn't
affected
too
many
people.
It
has
affected
people
suddenly
I'm,
sorry
and
I'm.
Sorry
for
that,
but
there
was
a
better
word,
we're
looking
to
resolve
us
to
make
sure
that
we
coulda,
where
we
remove
their
lots
of
this.
Unless
of
these
issues,.
B
Let's
see
we
want
to
talk
about
the
want
to
talk
about
the
articles.
Oh,
we
should
probably
say
should
have
said
this
at
the
beginning.
Is
we're
pre
recording
this
on?
Usually
our
meetings
occur,
live
on
at
ten
a.m.,
but
I've
got
a
couple
of
meetings
this
morning
that
I
need
to
get
to
that
are
important
ones,
and
so
we're
recording
this
early
and
this
will
be
not
live,
but
if
you
shoot
us
a
question,
a
planner,
no
questions
at
apano,
calm,
we'll
get
back
to
you
on
you
know
with
an
answer,
is
what.
A
B
A
A
A
We
were
some
research
done
and
almost
I
think
practically
a
third
or
what
aura
for
half
of
students
had
already
taken
an
online
class
in
some
form
or
another
as
it
as
a
in
addition
to
their
was
in
there
offline
course,
web
and-
and
the
funny
thing
of
course
about
that
is,
there
was
it
that
will
have
throughout
all
our
user,
usually
interviews
and
the
way
that
we've
been
talking
to
our
students
and
we've
we've
been
talking
to
our
faculty
members.
This
is
one
of
these
things
that
we
have
kind
of
picked
up.
A
A
Four
million
undergraduates
took
at
least
one
course
online,
and
these
are
statistics
that
you
could
find
on
the
on
the
nces
website
of
the
government
of
the
figures.
Government
I
thought
I
thought
it
was
amazing
that
this
is
not
publish
publicize
and
we
haven't
been
able
to
see.
We
hadn't
seen
this
and
these
numbers
either
acid.
A
So
other
then
I'll
get
straight
I
get
their
research
paper
and
I
have
a
little,
but
I
think
that
I
think,
probably
of
cording
to
this,
the
half
out
of
60
million
new
new
new
new
yeah
just
goes
into
a
interesting
yep,
but
this
is
actually
this
go.
This
is
about
involvement
in
distance
education,
education
by
the
US
Department
of
Education,
so
I'm,
assuming
that
this
is
nothing
to
do
with
Coursera
and
kombucha.
B
A
The
earthly
was,
the
percentage
of
undergraduates
was
eleven
percent
and
the
percentage
of
I'm,
sorry
degree
and
certificate
city
seeking
was
eleven
percent.
The
non
degree
and
certificate
seeking
was
also
eleven
percent
and
the
graduate
said
the
total
of
gradual
and
the
set
of
graduate
was
twenty-two
percent
according
to
this
22
yeah
it.
So
this
is
these
numbers.
Elizabeth
said
it's
the
total
degree
seeking
were
60
million
or
the
total
total
decreasing
people
over
60
million
and
the
total
of
graduates
were
about
to
millions
of
it.
B
Know
there's
a
paragraph
in
here
that
I
found
you
know
that
really
struck.
Me
was
really
really
important
and,
let
me
read
it
says
this
names.
The
same
study
notes
that
students
with
higher
in
index
of
risk
at
a
significantly
greater
preference
for
business
online
education
courses,
classes
on
the
preference,
the
index
of
risk,
is
people
who
do
not
complete
a
degree
and
who,
just
on
or
who
are
from
there
from
groups
that
don't
traditionally
complete
college.
So
let
me
then,
with
that
proviso.
B
Let
me
read
the
next
couple
of
sentences
among
undergraduates,
taking
all
their
classes.
Online
half
are
married
compared
with
fewer
than
one
in
five
undergraduates
generally
half
also
have
children,
student
mothers
out
numbers
student
father's,
two
to
one
two
and
three
work:
two
and
five
work:
full-time,
a
third
live
in
rural
areas
of
our
bigger
proportion
in
the
general
population,
four
out
of
five
or
twenty
five
years
and
older
nearly
half
say
a
personal
event
prevented
me
from
continuing
at
a
physical
campus.
B
People
with
kids
are
people
who
are
caregivers,
who
need
to
be
able
to
juggle
time,
but
also
need
to
earn
a
living
bother
going
to
school.
So
the
traditional
residential
model
isn't
working,
but
we're
still
talking
about
sort
of
saving
the
traditional
residential
model
rather
than
working
and
trying
to
find
out
ways
to
get
more
what
they
call
non-traditional
students
on
to
participate
in
getting
their
degrees
in
their
education.
No.
A
A
B
A
B
B
B
I
got
it
right
here,
let
me
see
it
yep,
Chrissy's
and
and
more
importantly,
it's
only
this.
It's
nothing
else.
You
know
I'm,
not.
Are
you
my
awful
desktop,
so
our
elite
college
course
is
better.
So
one
of
the
reasons
that
these
are
the
top
five
percent
of
colleges
in
the
US
charge,
so
much
money
is
the
belief
that,
and
also
are
tough
to
get
into,
is
the
belief
that
they
offer
a
better
education,
especially
at
the
undergraduate
level,
and
this
is
a
new
report.
B
Researchers
at
Teachers,
College
of
corny
University
in
yeshiva
university
on,
are
developing
a
way
to
measure
outcomes
and
then
compare
courses
across
different
institutions.
What
they're
finding
is
that
the
where
you,
where
the
call
where
the
class
went
to
in
terms
of
its
ranking
on
let's
say
US
news
and
world
report
or
regular
terms
of
lead
ISM,
has
nothing
to
do
with
whether
or
not
there's
a
good
learning
outcome
on
in
the
class
later
on
so
for
the
students.
So
it's
going
to
be
this
again.
B
A
Then
I
think
that
I
think
that
when
we
we
mentioned,
this
is
also
join
the
discussion
about
the
was
it
the
the
economist
article
last
week.
Where
would
we
sort
of
wish
or
breakdown
of
love,
the
universities
or
whether
you're
getting
value
for
money
with
a
lot
of
these
their
universities?
And,
besides
from
say,
the
networking
value
of
of
the
residential
air
universities?
B
B
So
you
have
the
elite
school
for
merely
reproducing
the
same
on
social
class
and
social
biases,
and
so
it
really
calls
into
question
what
on
you
know
the
whole
notion
of
the
meritocracy
or
the
whole
notion
that
you
know
if
you
work
hard
and
work
hard
in
school
and
apply
yourself
you're
going
to
be
able
to
get
into
these
very
elite
colleges.
While
that
picture
a
bit.
It's
also
clear
that
there's
a
lot
of
social
capital
issues.
B
You
know
social,
financial
capital
that
you
have
to
have
even
to
access
the
programs
to
get
you
into
those
schools.
And
now
we
realize
that
that's
a
game
that
has
nothing
to
do
because
the
educational
classes
that
those
kids
are
getting
aren't
necessarily
stronger.
So
what
you're
paying
for
is
again
a
ticket
to
a
membership
in
a
particular
social
class.
A
But
if
I
think
I
from
honest
far,
I've
seen
them
for
a
lot
of
these
institutions
are,
let's
say
the
skullenbones
said:
either
whether
it's
the
I,
the
where
the
Greek
societies
I,
think
they're
called
in
the
US
krissalyn
these
body.
Are
these
other
organizations
are
a
lot
of
organizations
which
oral
and
that
I
rats
around
that,
but
also
are
also
being
exported
to
this
far
less
elite
ecologists
and
whether
you've
got
these
Greek
society
in
a
number
of
places
and
they
share
their
membership
over
multiple
places
with
the
oh.
A
They
help
you
have
these
say
these
secret
societies
on
these
societies.
These
organizations
who
are
spread
out
over
a
number
of
number
of
elite
and
non-elite
colleges.
You
are
seeing
a
lot
more,
a
lot
more
say
that
a
possibility
for
the
interaction
budget
with
silver,
it
seems
to
me
from
an
as
announcer
from
an
outsider's
perspective,
they're
still
very
insular,
this
type
of
organization
and
better
or
for
worse
insular.
B
And
you
know
you
have
to
end
usually
get
placed
in
charge
of
very
large
institutions
with
a
lot
of
power,
and
while
that's
arm
you
can
argue
about
the
merits
of
that
system.
The
fact
is
that
what
we
need
to
do
is
make
sure
that
you
know
the
people
have
equal
opportunity
and
one
of
the
biggest
ways
to
ensure
that
is
high
quality
education.
And
now
we
realize
that
high
quality
education
doesn't
have
to
come
from
just
elite
schools
and
because
of
that
maybe
they'll
be
a
bit
of
a
leveling.
B
A
B
B
Right
here,
if
you
can
see
it,
it's
my
dissertation
and
it's
entitled
challenges
to
building
an
open
learning
organization
in
higher
education
on
scholarly
personal
narrative.
My
defense
date
is
December.
11
I'm
really
excited
about
that
once
the
defense
date
is
done.
We're
going
to
take
this
stroll
with
graduate
of
my
experiences
in
graduate
school,
which
led
to
the
creation
of
a
planner
and
also
the
early
histories
of
how
we
came
up
with
LeClair
know
and
how
we
were
working
on
it
and
we're
going
to
come.
B
B
Well,
you
have
you
have
one
of
the
draft
one
of
the
draft
copies
we
can't
publish
it.
I
can't
publish
it
until
I
can't
even
post
it
online
until
on
it
gets
approved.
Otherwise,
I'd
have
to
do
another
dissertation
because
it
would
technically
be
pre
publishing.
It
would
be
obvious
on.
It
would
be
previously
published
work
and
lord
knows,
I
do
not
want
to
have
to
go
through
my
a
third
dissertation
that
one
when
you
first
one
I
wrote.