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MOOCs and their afterlives : experiments in scale and access in higher education
A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines - education, rhetoric, philosophy, literary studies, history, computer science, and journalism - to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Courses). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open educationRead more...
Part 1: Data-driven education. Beyond hype, hyperbole, myths, and paradoxes: scaling up participatory learning and assessment in a big open online course / Daniel T. Hickey and Suraj L. Uttamchandani --
Can MOOCS and SPOCS help scale residential education while maintaining high quality? / Armando Fox --
Measuring the impact of a MOOC experience / Owen R. Youngman --
Part 2: Connected learning. Connecting learning: what I learned from teaching a meta-MOOC / Cathy N. Davidson --
Toward peerogy / Howard Rheingold --
The learning cliff: peer learning in a time of rapid change / Jonathan Worth --
Reimagining learning in CLMOOC / Mia Zamora --
Part 3: Openness and critical pedagogy. Feminist pedagogy in the digital age: experimenting between MOOCs and DOCCs / Adeline Koh --
Epistemologies of doing: engaging online learning through feminist pedagogy / Radhika Gajjala, Erika M. Behrmann, Anca Birzescu, Andrew Corbett, and Kayleigh Frances Bondor --
Haven't you ever heard of Tumblr? FemTechNet's distributed open collaborative course (DOCC), pedagogical publics, and classroom incivility / Jasmine Rault and T.L. Cowan --
Open education as resistance: MOOCs and critical digital pedagogy / Sean Michael Morris and Jesse Stommel --
Opening education, linking to communities: the #InQ13 Collective's participatory open online course (POOC) in East Harlem / Jessie Daniels, Polly Thistlethwaite, and Shawn(ta) Smith-Cruz --
The pathos of the MOOC moment. Digital universalism and MOOC affects / Elizabeth Losh --
The prospects and regrets of an edtech gold rush / Alex Reid --
Always alone and together: three of my MOOC student discussion and participation experiences / Steven D. Krause --
Part 5: MOOC critiques. The open letter to Michael Sandel and some thoughts about outsourced online teaching / The San José State Philosophy Department --
The secret lives of MOOCS / Ian Bogost --
MOOCS, Second Life, and the white man's burden / Siva Vaidhyanathan --
Putting the "C" in MOOC: of crises, critique, and criticality in higher education / Nishant Shah.
A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines - education, rhetoric, philosophy, literary studies, history, computer science, and journalism - to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Courses). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education
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