At AERA this week, Amy Collier, Emily Schneider, and I will be presenting a paper that makes a series of arguments regarding learner activities and experiences in MOOCs in relation to clickstream-based MOOC research. One of the implications of our work is the following: learners’ participation and experiences in these courses resist binary and monolithic interpretations as they appear to be mediated by a digital-analog continuum as well as a social-individual continuum. In other words, learning and participation in MOOCs are both distributed and individually-socially negotiated. The following visual (which provides some hints on our results) makes this point clearer:
* and since the work of peer reviewers often goes unrecognized, let it be known, that this insight was prompted by a comment from one anonymous reviewer. So, whoever you are, thank you for your input.
I am in the process of designing a new course for our new MA degree in higher education administration and leadership and one of the activities I will be asking my students to engage with will be an analysis, evaluation, and critique of institutional visions and strategic plans. I am giving providing them with a list of resources/visions, and am asking them to locate their own as well. Here’s what I have so far:[Webpage] Learning and Living at Stanford 2025: http://www.stanford2025.com/#intro [White Paper] Flexible learning: Charting a strategic vision for UBC-Vancouver http://flexible.learning.ubc.ca/files/2014/09/FL-Strategy-September-2014.pdf [White Paper] University of Saskatchewan Vision 2025: From Spirit to Action: http://www.usask.ca/president/documents/pdf/2013/Vision2025.pdf [White Paper] Institute-wide taskforce on the future of MIT education: http://web.mit.edu/future-report/TaskForceOnFutureOfMITEducation_PrelimReport.pdf
If your institution has one of these that is shared publicly, could you please share it below?
In my spare time (that’s a joke), I am writing a book about faculty members’ experiences and practices online. The focus is social media and online social networks, and the book draws on our research on networked participatory scholarship. I was really excited yesterday to see the Chronicle of Higher Education publish a story largely focusing on the tensions surrounding social media use in academia (chapter 3 in my book). And a couple of weeks ago, Kristen Esheleman wrote about the value of networked research for digital learning at Inside Higher Ed.
More exciting though,. today, I received four covers to choose from, and I thought I’d share them here. I have a favorite, but I’d love your input, too! Which one (1, 2, 3, or 4) would you choose? Why?
I’ve just mentioned to a room full of people that universities have always been changing and that the narrative of the static university unchanging since the dawn of time is a myth. I then look at my RSS feed, and see that Martin Weller writes:
“It is quite common to hear statements along the lines of “education hasn’t changed in 100 years”. This is particularly true from education start-up companies, who are attempting to create a demand for their product by illustrating how much change is required in the sector…If you were to come to a university campus, superficially it looks as though things are pretty unchanged.”
The reality is that universities have always been changing, shifting, largely to reflect the societies that house them. Martin notes a couple of things that have been changing: student demographics and the role of the technology.
Other changes include
- institutional makeup and diversification: liberal arts colleges, community colleges, for-profit universities, public universities, mega universities, dual-institution degrees, online universities, and the list goes on and on
- institutional funding: Institutions in the US and Canada used to receive a lot of their funding from the state/province. State/Province contributions have been declining, with some institutions in the US receiving less than 10% of their operating budget from the state
- Faculty roles and responsibilities have been shifting and I expect that this will continue to happen, with greater involvement of instructional designers and media developers in the course development process
Perhaps when people say that education hasn’t changed or that universities have haven’t changed, they mean that universities have been present for a long time and go on to falsely assert that they haven’t changed their practices. That’s true, universities have existed for a long time, but they are much different than the universities of let’s say 100 years ago.
This of course doesn’t mean that universities are perfect. There’s a lot to improve upon, which is why this is an exciting time to be in the field!