- The tools don’t get you the job – An argument that goes behind open source. Teach theory and the tools will find their own way. "Education is not meant to structure itself to the expectations of people seeking education." And "And maybe even sadder is that instead of teaching the students to be independent, to think about things in a different way, we educators are teaching people to fail. We are teaching up-and-comers that if something stands in your way, the correct response is to either throw money at it, and if you haven't got the money, then either get out or surrender, but do not under any circumstance deviate from the established course that the ads have proscribed" – (pedagogy ed_reform fedwiki opened opensource )
- The Un-education of a Technologist: From EDUPUNK to ds106 | bavatuesdays – By happenstance maybe? provides a gloss and commentary on the April 2015 EDUCAUSE Next-Generation LMS report for more of the same by re-awakening more of the different. – (DE edtech edcationaldesign lms PLE federation edupunk )
- The EDUCAUSE NGDLE and an API of One’s Own -e-Literate – A well-considered response to the EDUCAUSE paper on painting the LMS a new color. A federated and personal PLE would address the EDUCAUSE criteria for LEGO, while also opening the doors to alternative models of teaching and learning – like letting the student control her content. – (DE LMS PLE federation fedwiki edcationaldesign )
- Networked Study | bavatuesdays – Groom, Downes, Feldstien debate OER, discovered by way of Mike Caulfield here: http://hapgood.us/2014/08/07/blue-hampshires-death-spiral/ saving in many places. – (edupunk cmooc lms diy connectivism. )
- Bogost – The Rhetoric of Video Games – Central reading for an erhet project of procedural rhetoric – (dh procedural_rhetoric e-rhet rhetoric )
Culture Shot: MOOCs Turn and Face the Strange. Remarks to Students about MOOCs
This is a revised and updated version of a presentation I prepared for Culture Shots, a series of 10 minute addresses to students, sponsored by the English Dept at BSU. Originally written in November, 2011, it was updated in summer, 2012, to reflect the popularity of xMOOCs such as those delivered thorough Coursera.
In high school, in the early 1970s, I had a handle on rock and roll. I knew what it was. I collected albums. I read the Rolling Stone. I thought my taste was pretty far-reaching, from CSN & later Y, Pink Floyd, Beatles (just then breaking up) to Todd Rundgren, Stones, Led Zepplin (but not “Stairway to Bloody Heaven”), Yes, of course, and Steely Dan (and I even knew where they got their name. You can Google it now, but then, you had to be in the know), and, most proudly, Zappa. I dissed Boston, hated anything disco – and disco was so new on the horizon that to be an early hater of disco was to be a prophet.
But in 1973, after graduating, I saw a poster of David Bowie for the Aladdin Sane album. Typically, I had missed the real start of things with Ziggy Stardust, and came in one album late to the show. But seeing that image of Bowie, and listening to that album, like hearing Roxy Music a few years later (Again, I was late to the show. Virginia Plain was released in 1972, but I didn’t hear it until a party attended by five or six French students in early 1974), then the Sex Pistols and Gen-X and XTC a few years after that, then Laurie Anderson’s O, Superman in 1981: Each time, it was like landing on another planet. The music, the scene, each time fell out of the rock and roll purview I had carefully fashioned in high school. I had no model for this. No paradigm. It was scary to turn and face the strange.
Of course, I was mistaken about how knowledgeable I was about rock and roll in the first place. You always are. It takes a shake up, a turn, to light up the territory and show you the landscape you overlooked.
The advent of the Massive Open Online Courses is similar to these musical ruptures. I mean the real MOOCs like Change2011, not the wanna-be-pseudoMOOCs on Coursera. The real thing is where the shake up is. The punk-pop Coursera simply follows the classroom model of manage and deliver that real MOOCs are designed to undercut.
MOOCs are still experimental, and still rough around the edges, but fast maturing. One pseudoMOOC I took during the summer of 2011 tried to domesticate the MOOC, wrap it up in traditional clothing. I’m not sure how that went in the end because I stopped participating when the discussion became tediously hung up in definition wars. “A MOOC isn’t a course because a course has a predefined structure…” “No, it’s not a course because the focus is on student interaction …” Fine. Knock yourself out. Missing was the focus on doing something – on participants making things. That’s why I left. I had heard the discussion before and knew how it all turned out.
Because MOOCs aren’t really about adhering to familiar concepts and definitions. They are scary. Strange. I like them because they are. They force a reconsideration of the conventions of teaching and learning.
It’s not enough to just like MOOCs, however. A harder argument to make is that MOOCs are pedagogically effective because they are strange – and that’s the argument I’m making here. That the strange rather than the familiar provides a better spur and situation for learning. To learn, you gotta be shaken at your boots.
But the shake up also shakes out loose parts.
The shake up of the MOOC, it’s my hope, will shake out educational designers – one loose part.
The strangeness of the MOOC, I hope, will shake out outsourcing to learning management platforms like D2L – another loose part.
The seeming chaos of the well-curated MOOC will shake out the educational management types. It can send them apoplectic.
I also hope the strangeness of the MOOC will ice the current move to privatize state education – but that’s too much too hope for.
MOOCs are part of the Open Education Movement. Free learning. Not so much learning object clearinghouses, although they can be looted by smart MOOC moderators to let students to put them to their own uses.
Stephen Downes gives us a loose and pedagogically sound way to get a handle on how a MOOC proceeds. His is the equivalent of the c 1976 punk DIY manifesto:
This is a chord.
This is another.
This is a third.
Now form a band.
Stephen’s DIY, and my starting point, is
Your job as a student on a MOOC is to learn. How you do that is up to you. You are responsible not only for what you learn but how you learn it. So substantiating what to do in each point will vary. But the principle is this:
Aggregate stuff. Go read, view, listen to, look at, play with stuff that addresses the topic. And aggregate what you find. Pull it together. Maybe annotate it. Bookmark the aggregation, or make a list. Two things are happening. You’re reading the content, but you’re also organizing the content as related.
Remix. Make notes on the stuff you found – that’s a remix. Or reorganize it. Again, you’re doing things with the stuff you’ve aggregated. Material things. Do things with digital or other materials.
Repurpose. Create something by using the stuff you’ve aggregated. It doesn’t have to be earth shattering, or even highly original. Just something that wasn’t there before constructed with some of the stuff in front of you.
Feed Forward. Share. Put it out for others to use, re-use, consider, build on, or ignore. You can re-use your own stuff, too. That’s what I’m doing here: re-working an oral script into a blog-version, mainly so that it can be shared.
Missing in my re-mix is the teacher’s pet of the Professional Education set: Reflect. That’s good. That’s intentional. It’s another loose part. Reflection is an educational panacea. We teachers add it to the mix so we can assess that you students have read the book or done the project – that’s all. We don’t consider whether the reflection actually serves you as a learner – We just assume it does. Reflection, ill-timed, might get in the way of learning. You wanna reflect? Do so. That’s up to the you, anyway.
Missing, in fact, is teacher-led evaluation and assessment full stop. And that’s good. That’s your concern as a student, and removing evaluation from the procedure places it back on your plate. Assessment doesn’t need to be part of the pedagogy, and you don’t need to be burdened with our assessment procedures. That’s a management issue – not a learning issue.
For me, as a teacher, the shaking loose of evaluation is a sea-change, one of those ruptures, like Bowie and punk. A few years ago I was of the mind that to really learn something meant not only being able to do it but to understand that doing. Reflection seemed to provide a validation of that. But now, after participating in three MOOCs, I’m no longer interested in assessing that supposed inner understanding. Reflection isn’t accurate, anyway – no more than a memoir is an accurate account of what happened, or what or how we thought. It’s a post-event construction to explain what we think we did, what we think happened. Over the last few years, I’ve changed my standards. Being able to do something is great. Show me how you learned something by sharing what you leaned. Sharing becomes the evaluation.
Is this learning by doing? No, because you are not necessarily doing what you will be doing later in your life. You may be well out of your area of expertise, current and future. You might make a video – not because you need to know about video or will be expected to do video in future. No, you make a video to learn something about the subject you’re studying. Leaning about planting a garden? Make a video about planting a garden.
Is this community service learning? No. It’s not ethical to ask students who are paying with their time, attention, and effort to volunteer their learning to a community who doesn’t fund education properly. Let the businesses start funding education better and we can talk about community service.
Will the MOOC solve the Crisis of Education? No – and it doesn’t promise to. It’s not meant to. MOOCs are about people learning, not about managing learning. The Crisis of Education is a managerial crisis that I hope MOOCs, as part of the OER movement, will shake out.
MOOCs can reduce much of the administrative bureaucracy, perhaps most of the administration. Under a MOOC, the administration’s role collapses into certifying students – something administrators should be good at and excited about doing.
Learning, like writing, is an indeterminate activity. Management likes determinate activities. They like pop music, and cringe when something challenges that.
What MOOCs can mean is a sea-change for universities. Let us the teachers go back to our role as curators. Let you the students learn, and let the managers certify what you have learned.
In the short term, running courses as massive, open, and online will gain some press and notoriety. Gaining real expertise and respect from other universities – and that is the validation we should be seeking, not internal validation by our system managers – will depend on how we handle MOOC-like courses long term.
What’s right and what’s wrong about Coursera-style MOOCs, Tony Bates
Broadcast Education: a Response to Coursera, Sean Michael Morriss, at Hybrid Pedagogy.
Back when I was a student in London and Bristol (c 1979) I found The Specials’s first album at Virgin records with a sticker on it that read
Pay No More Than £2.99
£2.99 was a chunk of change back in the day, but not outlandish. Singles were 70p. A pint of bog-standard IPA was 35p. A loaf of bread 27p. I made £4 for a 7-11 pm work session at the pub. Plus tips – usually half-pints. Plus a three-hour lock-in on Saturday night if the governor’s mates dropped by. So for an evening’s work, I could buy a ska album, a loaf of bread, and two pints at my local. Life was good. YMMV.
I saw the Pay No More Than stickers on a lot of albums, mainly independent labels for reggae, ska, punk, and new wave. The stickers were a way of keeping distributers (chains, high street shops, street markets, touts outside The Venue and The Music Machine) from putting their own value on works they were distributing. (Billy Bragg kept the gesture alive for some years, apparently.) With the sticker, the band and label was proclaiming that the album is worth £2.99- three hours’s work. An evening’s piss-up. Don’t let the next geezer up the chain say otherwise.
We need stickers like that for textbooks – stickers that the author authorizes, or faculty, who know the value of a textbook, can intervene with. That’s what OER is all about, sure, but there are other texts out there.
I’ve been holding off selecting texts for ENGL 3179: Elements of Electronic Rhetoric, hoping for something earthshattering. The course deals with subject matter that is just coming into being, so there are no texts designed for it yet. I have to piece things together. I’ve been using Making Sense of Messages, Stoner and Perkins, for the past four or five years, but the publisher (Houghton Mifflin – not worth linking to) is charging $90.00 for it – way over the top for students. Used copies are showing up online for $20, but our university bookstore won’t let put up a sign in place of the text reading,
The publisher is charging too much for this book. Buy it used online and pay no more than $25.00. Even better, borrow it from a friend.
Making Sense is a pretty good text, not great, but good, published in 2005, showing its age a little – but easily worth $45. The $20 – $30 used price is a good deal. The rental option, in which students pay the publisher $45 for a semester’s use is bitter tasting. This is to acknowledge that the book worth only $45, but that the publisher and bookstore are going to take a 100% profit just for distributing the text. I’m putting publisher rentals in the same category as loan-sharking, which is one notch below pirating software.
The publisher’s price prompts me to rethink content and classroom practice. Making Sense is good in detailing method, but always struck me as pretentious and condescending, and thin in its coverage of classical rhetoric. At $45 I would be willing to overlook the faults. For $90, who needs it? Instead, we can take a little step back in time: I’ll teach the framework of method drawing on my copy of the text (a five year old exam copy), distribute my notes to students electronically, and have students make notes and engage the method in class. A little more work for me, a little more work for students outside of class, but we all become less dependent on the text and the publisher. Pity the authors loose on this one.
But, to continue my story, because I’ll be teaching from the over-priced text rather than have students buy it, I can supplement the class with other texts at more reasonable prices. That’s a cost I can ask students to take on. Here they are for fall, 2011:
Rhetorical Analysis, Longaker and Walker. A little thin on method, example papers simply fill space, but good for introducing rhetorical concepts. Student can work with chapters focused on kairos, style, etc, using the method I’ll provide to apply those concepts to digital target texts. $21.00 Amazon. There’s a Cengage version available, too, but their reader is absolute rubbish.
For a text that bridges from print rhetoric to digital and multimodal texts, I’m using The Discourse of Blogs and Wikis, Greg Myers. This has enough method (What I Did) in later chapters for students to emulate…. $45 Anazon, paper; $36 Kindle.
And as a recommended text, Lanham, Handlist of Rhetorical Terms, 2nd ed. $23 Amazon, $10 Kindle, used for about $10.
Total, about $90.00, but for a far broader range and deeper set of texts. Texts that students can reuse, resell, pass on. It could be done for $45.00.
Last word goes to The Specials. A message to you, publishers.
- iCloud Logo Infused With Golden Ratio – well, duh. – (none)
- “Taking Back the University: Angry Young Academics” – @UWSCreative’s Jennifer Jones write for Guardian Higher Education Network – rough guide to radical education – (academics punk edupunk )
- Open Contempt – UBC Wiki – via zombiescholar. Brian Lamb on OER, new academic cultures, EduPunk and all the rest of it this place is getting to me I can't take it any more I could get out of here and move to Canada that's where stuff it happening or maybe someplace in Cumbria Far Sawrey looked good – (scholarship2.0 ple mooc zombies edupunk OER )
- zombiescholar [licensed for non-commercial use only] / More Brains! – Weller and Groom. State of the academy: " The uptake of new technologies in research and associated practices can be seen as a barometer for innovation within higher education. … We suggest one possible antidote to this zombification of higher education is the use of new technologies and particularly the cultural norms they embody." Yes, and yes again. Complication arises when the local culture is a Dawn of the Dead shopping mall. – (ple mooc OER research scholarship2.0 D2L en3177 )
- Never Mind the Edupunks; or, The Great Web 2.0 Swindle – Here's a chord. Here's another. Now go form a band. Brian Lamb and Jim Groom critique open ed, sneaky commodification, Vivienne Westwood, and the coming New Romantics. This is where we are, again. Like old home week. "It may not surprise readers that the two of us—a couple of embittered Gen-X'ers who've been associated with the "edupunk" aesthetic—look at the commodification of online educational environments with distaste. At the risk of indulging our stereotypical knee-jerk anti-corporatism, we note here several concerns." – (bollocks openeducation edupunk openaccess opensource sex_pistols SCORM )
- EDUCAUSE Review Magazine, Volume 45, Number 4, July/August 2010 | EDUCAUSE – Open Ed Special Edition – (de opensource openeducation ple )