Quantity and quality

I’ve been away from home for most of the working week at the excellent ‘Television for Women’ conference at the University of Warwick, so blog-wise I only have time for an ‘aside’ (a category of post that I’m glad WordPress provide among their options, making me feel less guilty about brevity). [Retrospective edit: the formatting of ‘Asides’ in the WordPress theme that I’ve chosen is sufficiently ugly to have led me to abandon using them (I love the rest of the theme) and to convert my existing ones to ‘Standard’ format.]

In what looks set to become a regular feature, I thought I’d point to a couple of things I found of particular interest in this week’s THE.  We’ll start with the dry one…

Here is the second paragraph of one of the cover stories:

A report by the Higher Education Policy Institute and consumer group Which? found that on average students works for 900 hours a year, far fewer than the 1,200 hours the QAA assumes are necessary for a degree, and calls on the watchdog and the government to investigate the issue.

This is interesting, and has several implications.  The first one that struck me was that in light of this finding, the percentages of contact time advertised in the Key Information Set (or ‘KIS’) for each UK undergraduate programme ought to be revised upwards.  That percentage is calculated by dividing the number of scheduled/timetabled hours a student has on each year of her/his programme by that aforementioned ‘number of hours the QAA assumes are necessary for a degree’.  So if the latter shrinks, the percentages go up, giving an almost certainly more accurate indication to parents, potential students and other interested (and perhaps sceptical)parties of the percentage of her or his study time the average student spends in guided activities.

The other piece that caught my eye was an opinion column, titled ‘Black-mirror narcissus’, pitched to the reader (of the print edition) like this: ‘This is the age of the anti-social network, but the humanities classroom offers reflection of a healthier sort, argues Robert Zaretsky.’  I don’t agree with everything Zaretsky says.  He rehearses Nicholas Carr’s arguments about ‘what the internet is doing to our brains’ somewhat uncritically, for example.  However, I share Zaretsky’s scepticism about the pedagogical model represented by ‘Moocs’ (‘massive open online courses’), and he articulates well the value, and the values, of the ‘humanities classroom’, and the need for both ‘dissemination’ (ie. lecture-based) and ‘dialogic’ (ie. seminar-based) forms of teaching.  Here is one of several eloquent passages:

humanities professors do what Shakespeare’s fool does: not only does he question the values and ambitions of the powerful, but, as with Lear, he also leads us to understand and empathise with the king’s flaws.  Yet he does so not in a circus tent, much less a king’s palace, but in the theatre – a place set apart from the noise and business of everyday life, a place where the audience forgets itself, all the while attending to the meaning of other lives.

One last thing: I’m very happy that the Whedonverse has met the Twitterverse.  Joss Whedon is finally tweeting as himself with his own profile, @JossActual.  I eagerly await a Slayage article about this exciting development, but for now I’ll just enjoy reading the tweets.

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