Once you see this pattern—a new story rearranging people’s sense of the possible, with the incumbents the last to know—you see it everywhere. First, the people running the old system don’t notice the change. When they do, they assume it’s minor. Then that it’s a niche. Then a fad. And by the time they understand that the world has actually changed, they’ve squandered most of the time they had to adapt. It’s been interesting watching this unfold in music, books, newspapers, TV, but nothing has ever been as interesting to me as watching it happen in my own backyard. Higher education is now being disrupted; our MP3 is the massive open online course (or MOOC), and our Napster is Udacity, the education startup.
[…]
The possibility MOOCs hold out isn’t replacement; anything that could replace the traditional college experience would have to work like one, and the institutions best at working like a college are already colleges. The possibility MOOCs hold out is that the educational parts of education can be unbundled. MOOCs expand the audience for education to people ill-served or completely shut out from the current system, in the same way phonographs expanded the audience for symphonies to people who couldn’t get to a concert hall, and PCs expanded the users of computing power to people who didn’t work in big companies.
Those earlier inventions systems started out markedly inferior to the high-cost alternative: records were scratchy, PCs were crashy. But first they got better, then they got better than that, and finally, they got so good, for so cheap, that they changed people’s sense of what was possible.
In the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it. And if some of the hostages having trouble coming up with the ransom conclude that our current system is a completely terrible idea, then learning will come unbundled from the pursuit of a degree just as as songs came unbundled from CDs.
"— Clay Shirky on what the collapse of the music industry teaches us about the future of higher education.
(Source: , via explore-blog)
![theatlantic:
How the 8.5” x 11” Piece of Paper Got Its Size
Why do we use a paper size that is so unfriendly for the basic task of reading? According to a very interesting post by Paul Stanley, the rough dimensions of office paper evolved to accommodate handwriting and typewriters with monospaced fonts, both of which rendered many fewer characters per line. “Typewriters,” he explains, “produced 10 or 12 characters per inch: so on (say) 8.5 inch wide paper, with 1 inch margins, you had 6.5 inches of type, giving … around 65 to 78 characters.” This, he says, is “pretty close to ideal.”
Read more. [Image: Picsfive/Shutterstock]](http://25.media.tumblr.com/tumblr_malyz9Qzs51qcokc4o1_1280.jpg)




![theatlantic:
The QWERTY Effect: How Keyboards Are Changing Our Language
It’s long been thought that how a word sounds — its very phonemes — can be related in some ways to what that word means. But language is no longer solely oral. Much of our word production happens not in our throats and mouths but on our keyboards. Could that process shape a word’s meaning as well?
That’s the contention of an intriguing new paper by linguists Kyle Jasmin and Daniel Casasanto. They argue that because of the QWERTY keyboard’s asymmetrical shape (more letters on the left than the right), words dominated by right-side letters “acquire more positive valences” — that is to say, they become more likable. Their argument is that because its easier for your fingers to find the correct letters for typing right-side dominated words, the words subtly gain favor in your mind.
Read more. [Image: Wikimedia Commons]](http://25.media.tumblr.com/tumblr_m0mkkfeIkw1qcokc4o1_500.jpg)