By Joshua Kim, Inside Higher Ed
We seem to understand how to judge quality in higher ed. We appear to know exactly why costs are high (or not high), why faculty have too much (or too little) power, and why too many (or too few) PhDs remain underemployed. We know what makes a great course (online, residential, or blended), and how we should (or should not) measure learning. We know exactly what our institutions should do differently, if only everyone would figure out that we have this knowledge and follow our directions. My hypothesis is that our confidence in our own opinions rests on an underlying set of assumptions. These assumptions are mostly implicit and unexamined. These assumptions are so ingrained and pervasive that we don’t even recognize them as such.
http://www.insidehighered.com/blogs/technology-and-learning/7-edtech-assumptions
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