The MOOC Moment:
Experiments in Scale and
Access in Higher Education
Elizabeth Losh, UC San Diego
@lizlosh on Twitter
lizl...
Theoretical
Touchstones
•  Technology is material (although it is often
presented as "virtual”)
•  Technology involves emb...
Prototyping at the Long Table
Labor Saving Devices &
Life Support Systems
Feminist DH at DHSI
STS, HCI, and Media Theory
1. How do we define learning?
What They Learn in College
2. What kinds of cheating
might you want to teach?
•  Finding shortcuts
•  Pursuing advantage
•  Gaming the system
•  Loca...
The War on Learning
3. How can conflicts between formal
and informal learning be productive?
•  Devices
•  Resources
•  Boundary objects
•  Sp...
On Camera:
The Baked Professor Makes His Debut
4.What can be learned from failure?
•  (Not grit, not resilience, not pulling
up by bootstraps)
•  Reparative work
•  Brok...
From Reality TV to the
Research University
The Rhetoric of the Open
Courseware Movement
Julia
8. The University as a Design Problem
Sritama
FemTechNet.org
Trust Challenge
SHARED RESOURCES
that encourage
DISTRIBUTED DIALOGUE
Signature Video Dialogues around key themes
LABOR SEXUALITIES RACE
DI...
!
Cal Poly
Colby-Sawyer
College
Northampton
Mass.
City University
of New York,
Macaulay
Honors
College
The New
School
Pitz...
Key Learning Projects
Shared (but voluntary)
Storming Wikipedia
Keyword Videos
Feminist Mapping
Blog Commenting
Object Mak...
Managing Copresence
The MOOC Moment
University of Chicago Press
Honor Coding
Toy Problems
The Play’s the Thing
Virtual Worlds
Gamification
Gaining Ground in the
Digital University
a. The Golden Rule Should
Dictate Decisions
b. Faculty and Students Should
Use the Same Tools
c. “Old” Technologies Should
Still Matter
d. The Issues Should be
Serious
e. The Occasions Should Be
Joyful
f. The Novelty Should Have
Worn Off
5. What should be the principles of our
freedom schools?
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
The MOOC Moment: Experiments in Scale and Access in Higher Education
Nächste SlideShare
Wird geladen in …5
×

The MOOC Moment: Experiments in Scale and Access in Higher Education

1.106 Aufrufe

Veröffentlicht am

@lizlosh's slide from today's #FutureU Workshop
Find out more: http://digital.leuphana.com/future-u

Veröffentlicht in: Bildung
0 Kommentare
0 Gefällt mir
Statistik
Notizen
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

Keine Downloads
Aufrufe
Aufrufe insgesamt
1.106
Auf SlideShare
0
Aus Einbettungen
0
Anzahl an Einbettungen
383
Aktionen
Geteilt
0
Downloads
2
Kommentare
0
Gefällt mir
0
Einbettungen 0
Keine Einbettungen

Keine Notizen für die Folie

The MOOC Moment: Experiments in Scale and Access in Higher Education

  1. 1. The MOOC Moment: Experiments in Scale and Access in Higher Education Elizabeth Losh, UC San Diego @lizlosh on Twitter lizlosh@ucsd.edu
  2. 2. Theoretical Touchstones •  Technology is material (although it is often presented as "virtual”) •  Technology involves embodiment (although it is often presented as disembodied) •  Technology solicits affect (although it is often presented as highly rational) •  Technology requires labor (although it is often presented as labor-saving) •  Technology is situated in particular contexts (although it is often presented as universal) •  Technology promotes particular political values (although it is often presented as neutral) •  Technology requires access to tacit knowledge practices (although it is often presented as transparent)
  3. 3. Prototyping at the Long Table Labor Saving Devices & Life Support Systems
  4. 4. Feminist DH at DHSI STS, HCI, and Media Theory
  5. 5. 1. How do we define learning?
  6. 6. What They Learn in College
  7. 7. 2. What kinds of cheating might you want to teach? •  Finding shortcuts •  Pursuing advantage •  Gaming the system •  Locating vulnerabilities •  Crowdsourcing •  Masking identity •  Questioning loyalty
  8. 8. The War on Learning
  9. 9. 3. How can conflicts between formal and informal learning be productive? •  Devices •  Resources •  Boundary objects •  Spaces •  Publics •  Participants •  Learning styles
  10. 10. On Camera: The Baked Professor Makes His Debut
  11. 11. 4.What can be learned from failure? •  (Not grit, not resilience, not pulling up by bootstraps) •  Reparative work •  Broken systems •  Queer arts •  Alternative histories
  12. 12. From Reality TV to the Research University
  13. 13. The Rhetoric of the Open Courseware Movement
  14. 14. Julia
  15. 15. 8. The University as a Design Problem
  16. 16. Sritama
  17. 17. FemTechNet.org
  18. 18. Trust Challenge
  19. 19. SHARED RESOURCES that encourage DISTRIBUTED DIALOGUE Signature Video Dialogues around key themes LABOR SEXUALITIES RACE DIFFERENCE BODIES MACHINE SYSTEM: Narrative PLACE SYSTEM: Infrastructure ARCHIVE TRANSFORMATION
  20. 20. ! Cal Poly Colby-Sawyer College Northampton Mass. City University of New York, Macaulay Honors College The New School Pitzer College Rutgers, State University of NJ Pennsylvania State University Ontario College of Art and Design University Bowling Green State University DOCC Nodal Sites, 2013
  21. 21. Key Learning Projects Shared (but voluntary) Storming Wikipedia Keyword Videos Feminist Mapping Blog Commenting Object Making/Exchange
  22. 22. Managing Copresence
  23. 23. The MOOC Moment University of Chicago Press
  24. 24. Honor Coding
  25. 25. Toy Problems
  26. 26. The Play’s the Thing
  27. 27. Virtual Worlds
  28. 28. Gamification
  29. 29. Gaining Ground in the Digital University
  30. 30. a. The Golden Rule Should Dictate Decisions
  31. 31. b. Faculty and Students Should Use the Same Tools
  32. 32. c. “Old” Technologies Should Still Matter
  33. 33. d. The Issues Should be Serious
  34. 34. e. The Occasions Should Be Joyful
  35. 35. f. The Novelty Should Have Worn Off
  36. 36. 5. What should be the principles of our freedom schools?

×