- Peer review, open access, and transparency. The way it should be…!? – It keeps you honest. – (open_source oer )
- A Domain of One’s Own | University of Mary Washington – U Mary Washington gets it right: "freshmen with their own domain names and Web space. Students will have the freedom to create subdomains, install any LAMP-compatible software, setup databases and email addresses, and carve out their own space on the web that they own and control" – (ple fyc )
- What’s next for educational software? – – (cmooc mooc )
- Manifesto on Media Education – Always room for another manifesto. – (dh new_media dl )
- AAUP Sees MOOCs as Spawning New Threats to Professors’ Intellectual Property – Faculty – The Chronicle of Higher Education – "If we lose the battle over intellectual property, it's over," Mr. Nelson warned. "Being a professor will no longer be a professional career or a professional identity," and faculty members will instead essentially find themselves working in "a service industry," he said. – (copyright mooc IP privatization )
- open letter to coursera – in the manner of a course proposal. Bob Meister – (academia coursera mooc moocs xmooc )
- Ian Bogost – The Walled Kindergarten – Bogost on corporate control of MOOCs – (moocs xmooc )
- Ian Bogost – Latour Litanizer – Bogost doing OOO theory – (DH theory doing OOO )
- Microsoft honcho pleads with media: ‘Stop picking on us!’ – How to handle annotating an article, including sarcasm. – (fyw argument annotation )
- en.Slow Media » The Slow Media Manifesto – Responsible, mindful, critical, distributed. Everything that runs in the face of consumer capitalism. Until Facebook can monetize it. Also indicative of the European Contingent. We're all looking for a network theory. – (dl dh internetcrit )
- [Expletive Deleted] Ed-Tech #Edinnovation – Damn straight. Audrey Watters slaps the corporate wonks a good un. – (moocs cmoocs )
I really shouldn’t enjoy the xMOOC backlash so much, but I do. Perhaps it’s because academics are beginning to unite. Here, it’s an issue of complicity:
The San Jose State professors also called out Michael Sandel, the Harvard government professor who developed the course for edX, suggesting that professors who develop MOOCs are complicit in how public universities might use them. Why Professors at San Jose State Won’t Use a Harvard Professor’s MOOC
And at Amherst, it’s moderation and sobriety in the face of edX.
But Amherst’s rejection of edX, decided by a faculty vote, could mark a new chapter for MOOCs—one in which colleges revert to their default modes of deliberations and caution. “I think we’re at the early stages of that honeymoon period coming to an end,” says Richard Garrett, vice president and principal analyst of the consulting company Eduventures. Why Some Colleges Are Saying No to MOOCs, at Least for Now
Here at BSU, we haven’t seen xMOOCs appear yet, but we have a similar naked emperor in the 80/20 scheme in the Master Academic Plan. (It’s Appendix F of this PDF) The idea is this: Faculty develop an online program, then turn the teaching over to adjuncts and fixed termers to make the program sustainable by tuition alone. Sustainable is the new buzzword for on-the-cheap and killable. That is, the university commits to the program only as long as we can make money by it. If we can’t, the program is gone, and students are out in the cold.
That is, 80/20 doesn’t just work against faculty (not to mention the IFO contract) but against students. Within a year, a program that a student graduated from could easily disappear. Program gone. Faculty gone. Support gone. History. Hi ho.
The 80/20 works against some of the MAP’s other ends, such as
C’mon: Excellent faculty will run for this hills at the sight of such a program. Or this
3 HELP BUILD THE FUTURE OF NORTHERN MINNESOTA: ENGAGEMENT AND SERVICE
80/20 is designed to bring in students from distant markets, not area markets. We shouldn’t expect students on an 80/20 program to be engaged or provide serve to our local area.
What the xMOOC backlash suggests is that excellent faculty won’t get on the bandwagon when the plan is dodgy, and here’s hoping students won’t either.
- The velveteen touch of a dandy fop | Abject – Brian on education and marketing. – (marketeering )
- xED Book | a book about education stuff, moocs, etc. – xED Book. Being drafted online. Seimens, Cormier, et al – (MOOC xMOOC )
- A New Era of Unfounded Hyperbole | Siva Vaidhyanathan | Cato Unbound – when Siva speaks, listen. "MOOCs, on the other hand, are more like fancy textbooks. They are all about the mass market and not the rich connectivity that established online courses offer their limited collection of students. MOOCs condense and fracture course material and present it in the pithiest, shallowest form. " – (moocs de )
- Has another venue of education scholarship sold out? – A: Yes. we've seen cororate creep on the rise for years now. It's good to hear it being more widely voiced. I say, Send them all to Wikipedia. – (corporatecreep )
- How to Save College | The Awl – Shirky weighs in: “MOOCs matter. Not because distance learning is some big new thing or because online lectures are a solution to all our problems, but because they’ve come along at a time when students and parents are willing to ask themselves, “Isn’t there some other way to do this?” MOOCs are a lightning strike on a rotten tree. Most stories have focused on the lightning, on MOOCs as the flashy new thing. I want to talk about the tree.” – (moocs de )
- Something Wiki This Way Comes – Rob Withers. Library science perspective – (wiki )
- Learning outcomes are corrosive – Our dirty little secret: we use learning outcomes as boilerplate. But they are not benign.
"Yet learning outcomes are not just another banal instrument deployed to monitor and quantify the achievements of students. The very purpose of this organisational instrument is to accomplish a shift in emphasis from learning to outcomes. This is a technique through which a utilitarian ethos to academic life serves to diminish what would otherwise be an open-ended experience for student and teacher alike. Those who advocate learning outcomes do so expressly with the aim of abolishing such experiences, which is why they so vociferously target anything that smacks of ambiguity."
- The MOOCs that ate themselves – As MOOCs go mainstream, they … go mainstream. Pedagogy, assessment, quality. It's Starbuck's all the way down. – (MOOC infographic )
- Issues in developing and implementing e-Portfolios – Info graphic and summary of a longer report. Tension between purposes, where assessment trashes making. "Many organisations are looking to some form of e-Portfolio to meet this need. Yet there is a tension between the use of e-portfolios to record and reflect on learning, as a tools for learning itself and as a means to assessment." – (portfolios eportfolios assessment )