Skip to main content

Here Comes the Economists

I just starting reading Clay Shirky's Here Comes Everybody - I happened to pick it up when browsing the New Books shelf at the library and had no idea it was the current 'it' book among techies. Of course, since then, I've seen a dozen references to it on as many blogs so now I'm feeling very cliché. But in this particular case, I think I'm OK with that, since I want to comment on a somewhat different aspect of the book than most of the ed and/or tech bloggers I've been reading.

I'm only about forty pages into it but I was so struck by Shirky's use of economic concepts that I had to go look up whether he is an economist (he isn't but he clearly learned it somewhere). One of the book's basic premises is that the internet has reduced the transaction costs of organizing large groups of people - on page 30 he evens quotes Coase's original 1937 article on transaction costs. In one early passage where he talks about the implications for businesses, he refers to music distribution, pointing out that record companies might still have an absolute advantage at distributing music but the power of the internet has made file-sharing so easy that they have lost their comparative advantage (he uses 'relative advantage' but it's the same thing). I don't read many business management-type books so maybe a lot of them are like this but I'm looking forward to finishing the book and hopefully find more examples I can use with my intro micro class, which tends to be full of business-major wannabes.

Comments

Popular posts from this blog

THE podcast on Implicit Bias

I keep telling myself I need to get back to blogging but, well, it's been a long pandemic... But I guess this is as good an excuse as any to post something: I am Bonni Stachowiak's guest on the latest episode of the Teaching in Higher Ed podcast, talking about implicit bias and how it can impact our teaching.  Doing the interview with Bonni (which was actually recorded a couple months ago) was a lot of fun. Listening to it now, I also realize how far I have come from the instructor I was when I started this blog over a decade ago. I've been away from the blog so long that I should probably spell this out: my current title is Associate Vice President for Faculty and Staff Diversity and I have responsibility for all professional learning and development related to diversity, equity and inclusion, as well as inclusive faculty and staff recruitment, and unit-level diversity planning. But I often say that in a lot of ways, I have no business being in this position - I've ne...

When is an exam "too hard"?

By now, you may have heard about the biology professor at Louisiana State (Baton Rouge) who was removed from teaching an intro course where "more than 90 percent of the students... were failing or had dropped the class." The majority of the comments on the Inside Higher Ed story about it are supportive of the professor, particularly given that it seems like the administration did not even talk to her about the situation before acting. I tend to fall in the "there's got to be more to the story so I'll reserve judgment" camp but the story definitely struck a nerve with me, partly because I recently spent 30 minutes "debating" with a student about whether the last midterm was "too hard" and the whole conversation was super-frustrating. To give some background: I give three midterms and a cumulative final, plus have clicker points and Aplia assignments that make up about 20% of the final grade. I do not curve individual exams but will cu...

This is about getting through, not re-inventing your course

As someone who has worked hard to build a lot of interactivity into my courses, I have never been interested in teaching fully online courses, in part because I have felt that the level of engaged interaction could never match that of a face-to-face class (not that there aren't some exceptional online courses out there; I just have a strong preference for the in-person connection). But the current situation is not really about building online courses that are 'just as good' as our face-to-face courses; it is about getting through this particular moment without compromising our students' learning too much. So if you are used to a lot of interaction in your F2F class, here are some options for adapting that interaction for a virtual environment: [NOTE: SDSU is a Zoom/mostly Blackboard campus so that's how I've written this but I am pretty sure that other systems have similar functionality] If you use clickers in class to break up what is otherwise mostly lect...