Search Results for "MOOC"

August
15th 2013
Another reason to question the Lords of MOOC Creation

Posted under American history & students & technoskepticism & wankers

Go read Michael Lind on the inevitable fallibility of our modern political and media elites.  I think there’s something in there that speaks to the pump-and-dump cycle we’re seeing now with MOOCs:

The politicians and pundits who get the most attention — at least for a while — are those who treat a genuine but limited and reversible trend as evidence of imminent utopia or approaching apocalypse. Such hype is then magnified by an infotainment industry that promotes drama and penalizes nuance.

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When it comes to the hype market, you will seldom err by betting against it. When everybody who is anybody in politics and the press agrees on something, it’s time to raise some doubts.  Continue Reading »

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July
28th 2013
Historiann stumbles out of the wilderness to find the Lords of MOOC creation have successfully placed an advertorial in the Washington Post

Posted under American history & class & jobs & students & wankers

Does this read like a Coursera or Udacity press realease to you, too?

Whether for good or ill, MOOCs augur a disruption of the relationships among students, colleges and trade schools, and the credentials those schools offer — a relationship that has stabilized higher education for at least a century. Yet if done right — a big if, as recent events at San Jose State and Colorado State universities have shown — they may help address the quality and cost of higher education.

What’s the nature of the disruption?

For the moment, providers of MOOCs make their courses available to anyone. There is no admissions process. As in a video game, anyone can start, but you have to master levels that can include very difficult work. For the 10 percent who get to the end, the learning is real.

What about that experiment to offer dramatically reduced tuition for MOOCwork courses at Baa Ram U.?  It’s even more hilarious than you can guess: Continue Reading »

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May
20th 2013
When you see Count MOOCbot, scream and run away!

Posted under American history & book reviews & childhood & students & technoskepticism & unhappy endings & wankers & weirdness

Daniel Luzer on Jeffrey J. Selingo’s College (Un)bound:  The Future of Higher Education and What it Means for Students, in a review entitled “Revolution for Thee, Not Me:”

[I]f we’re expanding access to college through alternative, technology-based systems, is this really expanding access to college or providing a different experience entirely? Perhaps the biggest flaw of this book is that while Selingo offers a very good take on what declining state funding and innovative technology could mean for both colleges and students, he fails to consider what this “revolution” in higher education might mean for American society as a whole.

“The college of the future will certainly be different than the one of today,” he explains, “but robots will not replace professors in the classroom anytime soon. Harvard will remain Harvard.” He estimates that 500 or so of America’s 4,000 colleges have large enough endowments to remain unchanged by this revolution. But isn’t that a problem? If Princeton and Williams will be unaffected by these trends, what’s really going on here?

It seems that the future won’t unbind higher education for everyone—just for the working and middle classes. That’s because rich people will always be able to afford traditional colleges. Continue Reading »

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May
15th 2013
Guest post on the Lords of MOOC Creation: who’s really for change, and who in fact is standing athwart history yelling STOP?

Posted under American history & class & Gender & Intersectionality & jobs & race & students & technoskepticism

Howdy, friends–Historiann here.  I’m knee deep in research papers and final exams and have no time for posting, so thank goodness someone out there is writing for the non-peer reviewed world wide timewasting web.  Today’s guest post is by two senior history professors who attended last week’s Annual Meeting of the American Council of Learned SocietiesSusan Amussen, an early modern British historian in the School of Social Sciences, Humanities, and Arts at the University of California, Merced, and Allyson Poska, an early modern Spanish historian in the History and American Studies Department at the University of Mary Washington.  They both attended the panel on MOOCs (Massive Open Online Courses), and came away wanting to talk about something thing no one in MOOC-world seems to want to talk about:  power.  So of course, they came to me and asked if they could talk to all of you.

Amussen and Poska ask a number of provocative questions:  Why in spite of the hype do MOOCs appear to be merely a digitalized version of the “sage on the stage” style of lecturing familiar to those of us in the United States and Commonwealth countries 100 (and more) years ago?  Why do MOOC-world advocates appear totally ignorant of feminist pedagogy, which disrupted this model of education going on 50 years ago?  What does it say about MOOC-world’s vision of the future of higher education that the Lords of MOOC Creation are overwhelmingly white, male,  and U.S. American professors at highly exclusive universities?  (And for the Lords of MOOC Creation, is this a bug, or a feature?  Friends, I’ll let you be the judges.)

 

MOOCs:  Gender, Class and Empire

 

Much of the discussion of MOOCs has focused on (alternately) their promise of providing “the best teachers” to students around the world, and presenting cheap quality education to the masses; or the threat they pose to education, in replacing face to face contact with potted lectures, further deskilling and de-professionalizing those of us who teach at less elite universities.  We want to argue that MOOCs raise broader questions than those usually mentioned. In the course of listening to a discussion of MOOCs at the recent meeting of the ACLS (American Council of Learned Societies), we realized that MOOCs must be analyzed in the context of the U.S. American discourse of gender, class, and empire. Continue Reading »

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December
6th 2012
That time of the year: empty brains, embodiment, Bartleby, and the mooks pushing MOOCs

Posted under American history

This is a cross-section of my skull right now.  Last classes are tomorrow.

I am grateful to MOOCs and to the specter of online courses for something:  they have made me grateful for the “residential instruction” classes I teach and the embodied human students who enroll in them.  I’ve had a particularly great group of students in both classes this term, and I’ve had fun writing new lectures and inventing new writing assignments for them.  I think we’ve had some fascinating conversations, too, about the new books we’ve read together.

I will admit that those embodied students are sometimes problematic.  A few of them have gotten pregnant this term–both of them happily so, fortunately.  One of them has unhappily suffered from complications from a brain surgery and a botched root canal.  Others of them have been called to jury duty, to custody hearings, or to funerals for their formerly embodied family members.  One even served as a delegate to the Democratic National convention.  Continue Reading »

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