MOOCs and Their Afterlives MOOCs and Their Afterlives Experiments in Scale and Access in Higher Education Edited by Elizabeth Losh The University of Chicago Press Chicago and London The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2017 by The University of Chicago Chapter 12 © 2017 by Jessie Daniels, Polly Thistlethwaite, and Shawn(ta) Smith-Cruz All rights reserved No part of this book may be used or reproduced in any manner whatsoever without written permission, except in the case of brief quotations in critical articles and reviews For more information, contact the University of Chicago Press, 1427 E 60th St., Chicago, IL 60637 Published 2017 Printed in the United States of America 26 25 24 23 22 21 20 19 18 17 ISBN-13: 978-0-226-46931-7 (cloth) ISBN-13: 978-0-226-46945-4 (paper) ISBN-13: 978-0-226-46959-1 (e-book) DOI: 10.7208/chicago/9780226469591.001.0001 Library of Congress Cataloging-in-Publication Data Names: Losh, Elizabeth M (Elizabeth Mathews), editor Title: MOOCs and their afterlives : experiments in scale and access in higher education / edited by Elizabeth Losh Description: Chicago ; London : The University of Chicago Press, 2017 | Includes bibliographical references and index Identifiers: LCCN 2017005394 | ISBN 9780226469317 (cloth : alk paper) | ISBN 9780226469454 (pbk : alk paper) | ISBN 9780226469591 (e-book) Subjects: LCSH: MOOCs (Web-based instruction) Classification: LCC LB2395.7.M6556 2017 | DDC 371.33/44678—dc23 LC record available at https://lccn.loc.gov/2017005394 ♾ This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper) To my mother, Llewellyn, who has always been a lifelong learner Contents Acknowledgments xi Introduction Elizabeth Losh Pa rt Data-Driven Education Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course Daniel T Hickey and Suraj L Uttamchandani Can MOOCs and SPOCs Help Scale Residential Education While Maintaining High Quality? Armando Fox Measuring the Impact of a MOOC Experience Owen R Youngman 13 37 51 Pa rt Connected Learning Connecting Learning: What I Learned from Teaching a Meta-MOOC Cathy N Davidson Toward Peerogy Howard Rheingold The Learning Cliff: Peer Learning in a Time of Rapid Change Jonathan Worth 67 76 81 viii contents Reimagining Learning in CLMOOC Mia Zamora 104 Pa rt Openness and Critical Pedagogy Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs Adeline Koh Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy Radhika Gajjala, Erika M Behrmann, Anca Birzescu, Andrew Corbett, and Kayleigh Frances Bondor 10 Haven’t You Ever Heard of Tumblr? FemTechNet’s Distributed Open Collaborative Course (DOCC), Pedagogical Publics, and Classroom Incivility Jasmine Rault and T L Cowan 11 Open Education as Resistance: MOOCs and Critical Digital Pedagogy Sean Michael Morris and Jesse Stommel 12 Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem Jessie Daniels, Polly Thistlethwaite, and Shawn(ta) Smith-Cruz 123 135 161 177 198 Pa rt The Pathos of the MOOC Moment 13 Digital Universalism and MOOC Affects Elizabeth Losh 215 14 The Prospects and Regrets of an EdTech Gold Rush Alex Reid 227 15 Always Alone and Together: Three of My MOOC Student Discussion and Participation Experiences Steven D Krause 241 Pa rt MOOC Critiques 16 The Open Letter to Michael Sandel and Some Thoughts about Outsourced Online Teaching The San José State Philosophy Department 255 contents ix 17 The Secret Lives of MOOCs Ian Bogost 271 18 MOOCs, Second Life, and the White Man’s Burden Siva Vaidhyanathan 287 19 Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education Nishant Shah Contributors 317 Index 321 300 312 nishant shah environment or the existence of the organization that operates the system Failure, in this scenario, is not merely about failure to conform to a specification but refers to any potentially threatening system behavior Thus, in thinking of higher education as a critical system, we have to debate not whether MOOCs are going to succeed or fail but what happens if our higher-education systems fail entirely The focus has to shift from the MOOC, which is only one specification of connected learning, to the very idea of learning and teaching itself, reconfiguring it so that the spaces of higher education remain stable, functioning, and able to support MOOC-based projects, not as a threat to the system but as an integral and integrated function of the system Similarly, in software development for critical systems, there is a threestep process that is generally deployed The first is process engineering and management We thus need to think of the university not as a natural monolith but as an engineered artifact that has constantly and historically been in flux responding to and creating the realities of the contemporary This allows us to stop thinking about the university as nonchanging or removed from the accelerated temporality of the digital The second parameter is the selection of the appropriate tools and environments for the system Only once we have the model of a future of the university and the university of the future can we start effectively testing the proposed system of higher education by emulation and observing its effectiveness The third important parameter is to address the larger context of legal and regulatory requirements, thus opening our concerns about learning and education to the larger political battles of openness, sharing, copyleft, collaborative commons, and infrastructure of access It is here that a standard can be established, which then becomes a norm that forces the designers of the critical system to stick to the requirements This shift from crisis management to critical systems construction is useful because it will question the crisis as a given and look at the impulses and agenda of those who design and engineer this crisis as a global phenomenon It also opens a clear line of questioning the adequacy of MOOC-like systems to actually address the real problems at hand, foregrounding questions that actually threaten a system failure rather than questions that are only about the testing of different models It entails intersectional politics where the fights around ownership and nature of the digital technologies—the kind of fights that Rameshwari Photocopy Service are fighting—have to be incorporated in our models of connected future learning to make it into a robust system It makes people like Shyam Singh and his audience central to the debates around MOOCs, rather than invisible in the imagination of a hypothetical user who remains abstract and hence removed from the spheres of political and economic operations putting the “c” in mooc 313 This chapter is a call to wed critique to the critical and see what emerges and what new flows and trajectories of future learning emerge And this time the answers and solutions are not going to be in the structures of privilege that are suddenly experiencing precariousness or the erstwhile centers and communities of power who feel infiltrated by the opening of universities Instead it is going to be examining the idea of the university, the form of education, the purpose of learning, and the mode of teaching, as well as treating each of them as a crucial function, whose collapse can threaten both the critical infrastructure of the university of the future and the critical faculty of the future of the university References Agre, Philip 2000 “Infrastructure and Institutional Change in the Networked 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http://distancelearn.about.com/od/isit foryou /a /The -Dark -Side -Of -The -Moocs -Big -Problems -With -Massively -Open -Online -Courses.htm Losh, Elizabeth 2014 The War on Learning: Gaining Ground in the Digital University Cambridge: MIT Press Lurrilard, Diana 2014 “Which Problems Would MOOCs Solve, and How?” University World News, July 11 http:// distancelearn about com /od /isitforyou /a /The -Dark -Side -Of -The -Moocs-Big-Problems-With-Massively-Open-Online-Courses.htm Mathur, M L 2004 Encyclopaedia of Backward Castes: Mandal, Media and Aftermath New Delhi: Kalpaz Publications Nair, Janaki 2005 The Promise of the Metropolis: Bangalore’s Twentieth Century New Delhi: Oxford University Press Rajadhyaksha, Ashish 2011 The Last Cultural Mile: An Inquiry into Technology and Governance in India Bangalore: Centre for Internet & Society Readings, Bill 1996 The University in Ruins Cambridge: Harvard University Press Roshan, Manas 2012 “The Copyright Fight.” Caravan Magazine, October http://caravan magazine.in/lede/copyright-fight Sommer, John W., ed 1995 The Academy in Crisis: The Political Economy of Higher Education Oakland: Independent Institute putting the “c” in mooc 315 Vallianeth, Thomas 2014 “The DU Photocopying Case Thus Far.” SpicyIP, September 28 http:// spicyip.com/2014/09/the-du-photocopying-case-thus-far.html Walia, Kunal 2013 “The Changing Landscape of the Broadband Market in India: Supply-Side Challenges.” Analysis Mason, April 11 http://www.analysysmason.com/About-Us/News /Newsletter/India-broadband-market-AMQ-Apr2013/ Yardley, Jim 2013 “Report on Bangladesh Building Collapse Finds Widespread Blame.” New York Times, May 22 http://www.nytimes.com/2013/05/23/world/asia/report-on-bangladesh -building-collapse-finds-widespread-blame.html Zajda, Joseph 2007 Decentralisation and Privatisation in Education: The Role of the State Dordrecht: Springer Books Contributors Elizabeth Losh is an associate professor of English and American studies at William and Mary Daniel T Hickey is the program coordinator of the Learning Sciences Program and a professor at Indiana University Bloomington Suraj L Uttamchandani is a doctoral candidate in the Learning Sciences Program at Indiana University Bloomington Armando Fox is a professor in the Electrical Engineering and Computer Sciences Department at UC Berkeley and a co-PI of the ASPIRE Lab Owen R Youngman is a professor and the Knight Chair in Digital Media Strategy at Northwestern University’s Medill School of Journalism, Media, Integrated Marketing Communications Cathy N Davidson is a Distinguished Professor of English and the director of the Futures Initiative and HASTAC@CUNY at the Graduate Center, CUNY Howard Rheingold is the author of several books about online communities and has taught at Stanford and UC Berkeley Jonathan Worth is a senior research associate at Open Lab at Newcastle University Mia Zamora is an associate professor of English at Kean University and the director of the Kean University Writing Project Adeline Koh is an associate professor of literature and the director of the Center for the Digital Humanities (DH@Stockton) 318 contributors Radhika Gajjala is a professor of media and communication at Bowling Green State University Erika M Behrmann completed her doctorate in media and communication at Bowling Green State University Anca Birzescu completed her doctorate in media and communication at Bowling Green State University Andrew Corbett is a graduate student in American culture studies at Bowling Green State University Kayleigh Frances Bondor is an undergraduate student at Bowling Green State University Jasmine Rault is an assistant professor of culture and media studies in the Institute of Communication, Culture, Information and Technology and the Department of Sociology at University of Toronto Mississauga T L Cowan is an assistant professor of media studies in the Department of Arts, Culture and Media (UTSC) and the Faculty of Information (iSchool) at University of Toronto Sean Michael Morris is the director at the Digital Pedagogy Lab and an instructional designer at the Office of Digital Learning at Middlebury College Jesse Stommel is the executive director of the Division of Teaching and Learning Technologies at the University of Mary Washington and founding director of Hybrid Pedagogy Jessie Daniels is a professor of sociology at Hunter College and the Graduate Center, CUNY Polly Thistlethwaite is a professor and chief librarian at the Graduate Center, CUNY Shawn(ta) Smith- Cruz is an archivist at the Lesbian Herstory Archives and an assistant professor and the head of Reference at the Graduate Center, CUNY Alex Reid is an associate professor of English and the director of composition and teaching fellows at the University at Buffalo Steven D Krause is a professor of English at Eastern Michigan University contributors 319 The San José State Philosophy Department collectively authored their contribution to this volume Ian Bogost is the Ivan Allen College Distinguished Chair in Media Studies and a professor of interactive computing at the Georgia Institute of Technology Siva Vaidhyanathan is the Robertson Professor of the Department of Media Studies at the University of Virginia Nishant Shah is a professor of culture and aesthetics of new media at Leuphana University in Lüneburg, a knowledge partner with Hivos in the Netherlands, and a cofounder of the Center for Internet and Society in India Index A/B testing, 39 Addams, Jane, 216–17 affect, 163, 220, 258; anger, 150, 161–62, 166– 68, 189, 194; fear, 51, 105, 110–11, 113, 149, 168, 234, 241, 256, 293; guilt, 8, 83, 112–14; happiness, 60, 67, 125, 127, 166–68, 217, 223– 24; loneliness, 7, 241, 245, 248, 251; regret, 7, 133, 228–30, 236–37; shame, 7, 215, 219–20 affinity spaces, 21 Agarwal, Anant, 40, 267 Agre, Philip, 308, 308n9 Ahmed, Sara, 166, 168, 224 algebra See under subject matter analytics, 5, 24, 39, 94, 221 anger See under affect Apollo Education Group, 268 artifacts, learner-generated, 21–22, 27 assessment, 5, 8, 15–32, 193–94; formative assessment, 16–17, 28–29, 193–94, 233; peer assessment, 56–57; self-assessment, 30; summative assessment, 16–17, 27–29, 193 associationist view of learning, 14–15 Astin, Alexander, 52, 55, 58 Atlantic, 54, 272 attrition, 2, 5, 18, 54, 123, 220, 280 automation, 15, 18, 20, 22, 24–26, 28–29, 31–32, 38, 45, 47–48, 104, 186, 188, 201, 233, 258, 277, 279 badges, 25–27, 31–32 Ballou, Hosea, 217 Balsamo, Anne, xi, 6, 145n3, 161 banking model of education, 123, 133, 155, 180, 185–88, 201 Benjamin, Walter, 4, 230–31 Berkeley See University of California, Berkeley Berlant, Lauren, 218–19 big data See under data big open online courses (BOOCs), 2, 5, 18, 20–26, 28–31 Bill and Melinda Gates Foundation See Gates Foundation Blackboard, 134, 202 blended learning, 48, 118, 129, 132, 163, 169, 172, 181, 257–64, 283 blogging: blogs about higher education, 194, 241, 246–47; blogs and feminist conflict, 164–67; blogs as assignments, 53, 70, 74–76, 88, 94, 111, 203; blogs as course platform, 85, 92; blogs for collaborations among educators, 106 blogs See blogging Bolter, Jay David, 242 BOOCs See big open online courses boyd, danah, 139 Brin, Sergey, 298 Brown, Olympia, 217 Brown, Terry, 74 business model, 68 Canvas, 33, 143, 152, 153n7 Carr, Nicholas, 61 Cartwright, Lisa, 145 Cengage, 199 cheating, 264, 292 Chronicle of Higher Education, 8, 70, 237, 256, 287–88 Christensen, Clayton, 289 City University of New York, 198–99, 201–3 classroom discussion See discussion CLMOOC, 105–19 322 cMOOCs, 2, 5, 13–14, 105, 111, 113, 144, 186, 200, 234n2 collaboration, 28, 46, 67–70, 76–77, 81, 87, 92, 100, 105, 110–11, 126, 131, 138, 151–52, 172, 190, 203, 229, 235–36 collusion, 28 colonialism, 142, 154, 155, 157–58, 161–63, 165, 171– 72, 188, 216, 305 community colleges, 8, 69–70, 74, 255, 265, 296 compensation, 47–49 composition See under subject matter Conant, Faith, 19–20, 23 Connected Learning Massive Open Online Collaboration (CLMOOC), 105–19 connectivist view of learning, 13, 17, 22, 105–6, 184, 186–87, 190, 200, 234n2 constructivist view of learning, 5, 14–16, 14n1, 236 content See subject matter cool media, 276 copyright, 6, 7, 37, 44, 82–84, 202–7, 267, 293, 296, 300–302, 308, 311 Cormier, Dave, 81, 186, 189, 199 course management system (CMS) See learning management system Coursera, 1, 2, 5, 6, 7, 13, 14, 15, 28, 40, 45, 51, 53, 55, 57–58, 60–61, 67–68, 71, 104, 124–26, 129–30, 132, 178, 184, 185, 186, 200, 204, 215, 216–17, 219–20, 223, 233, 234, 241, 244, 249–51, 265, 267, 272–73, 274, 276, 281, 282, 289–90, 292–93 Cramer, Florian, critical pedagogy See under pedagogy critical thinking, 52, 54–55, 60, 155–56, 260–62 crowdsourcing, 69, 113–14, 136, 138, 140, 142, 146, 151, 193 CUNY See City University of New York Daniel, John, 14 Daniels, Jessie, 7, 8, 171 data, 4–5, 39, 43, 56–62, 71, 84, 92, 94–97, 99–101, 140, 143, 183, 194, 218, 221–22, 226, 289, 292– 93; big data, 97, 143, 194 Davidson, Cathy, 6, 7, 123–24, 129–30, 133, 178n1, 181, 193, 274–76, 277, 279 Deci, Edward, 27 declarative knowledge, 19, 21, 23, 30, 30n4 deschooling, 79 Dewey, John, 151, 155–56, 181–82 disciplinary knowledge, 5, 15, 17, 19–24, 28–32, 30n4, 69, 81, 143, 179, 201, 233, 239, 276, 303, 305 discreet interactions, 19, 30 discussion, in traditional classrooms, 45, 77–78, 94, 130, 257, 259, 267, 278, 281, 283 disruption See disruptive innovation disruptive innovation, 60, 104, 271, 289 index distributed open collaborative courses (DOCCs), 2, 6, 124–26, 132–33, 145–46, 161–62, 164, 169, 170–72, 174, 302n3 diversity, 125–26, 149, 165–66, 183, 257, 261, 263, 268, 294 DIY (Do It Yourself), 4, 73, 106, 307 DOCCs See distributed open collaborative courses Doctorow, Cory, 83–86, 99 Downes, Stephen, 13, 17, 105, 144, 234n2 Dragas, Helen, 289–90 Duke, 67, 75, 233 East Harlem See Harlem edX, 40, 42–44, 46, 104, 186, 200, 204, 215, 216, 220, 223, 256, 258–59, 263–64, 266, 267, 282, 290, 296 emotion See affect empathy, 5, 8, 52, 55, 57–58, 93 engagement, 7, 14–15, 17, 19, 21–24, 27–32, 52, 59, 61, 67, 70, 77, 87, 94, 95, 101, 107–8, 111, 115, 127–28, 130–33, 137–39, 147, 150–54, 157, 178, 181n2, 182, 187, 189, 191, 199, 219, 223, 257, 260–61, 268–69, 277–78, 288, 307, 311n14 Engle, Randi, 19–20, 23 English See under subject matter English as a second language (ESL) See Englishlanguage learners English-language learners (ELL), 57–58, 218 enrollment, 1, 5, 13, 18, 38, 54–57, 104, 130, 174, 199–200, 204, 206, 220, 233–34, 277, 279–80, 295–97, 303 evaluation, 15, 22–23, 27, 29, 32–33, 38, 47–48, 53, 59–60, 78, 96, 113, 123–24, 130–31, 151, 193, 208, 251, 260, 278, 281, 303 examinations See testing experimentation, 2, 4, 6–8, 31, 38–40, 59, 69, 75, 77, 83, 85–86, 106, 114, 116, 123–26, 128, 130, 132–33, 136–37, 145, 162–64, 170–72, 184, 189– 90, 201, 208–9, 216, 232–33, 264, 267, 272, 274, 288, 290, 292, 294–97, 303–5 externalities, 96, 100, 291 extrinsic rewards See under rewards F2F See face-to-face interaction Facebook, 18, 25, 81, 82, 92, 95–96, 100, 127–28, 163, 250, 280, 281, 293 face-to-face interaction, 45, 69–70, 77, 85, 93, 125, 128–29, 131–33, 163–64, 168, 172, 181n2, 227, 229, 237–38, 245, 248, 251, 259–60, 266–67, 283 fear See under affect feedback, 24–25, 27, 30, 38, 40–41, 43, 45, 47–48, 95–96, 107, 126–27, 129, 131, 141, 193, 203, 233, 248, 258, 262, 295–96 feelings See affect index feminism, 3, 6, 9, 123–30, 132–33, 135–38, 141–42, 144–47, 151, 153–58, 161–72, 174, 181, 224, 305, 308 FemTechNet, xi, 124–29, 132–33, 144–47, 151, 161– 62, 170–74, 181 flipped classroom, 40–41, 45–46, 219, 260–61, 276–80 flipping the classroom See flipped classroom Fordham University, 74 formative assessment See under assessment for-profit education, 68, 282 forums for online discussion, 14, 16, 21, 24, 46, 53, 55–59, 70, 77–78, 219, 233, 237, 242–45, 247–48, 250, 295 Frankfurt School, Freire, Paolo, 123–24, 133, 153–55, 177–81, 187–95, 201 Friedman, Thomas L., 199, 288, 296 Fuller, R Buckminster, 48 FutureEd, 68–71, 74–75 Gaede Institute, xi, 52 games, 3, 7, 16, 127–28, 141, 143, 162, 170, 235–38, 242 Gartner Hype Cycle, 249 Gates Foundation, 14, 218 Gatto, John Taylor, 147 Gee, James Paul, 21, 237–38 gentrification, 206–7, 302 Georgia Tech, 233, 272, 282 Giroux, Henry, 163–64, 182, 192, 220 Google: Google corporation, 5, 18, 51, 53, 60–62, 81, 218, 281, 298; Google Course Builder, 1, 18; Google Glass, 2; Google Hangouts, 47, 70, 92, 247; Google+, 73, 112, 112n2; Google search engine, 18, 82–83 grading, 24, 27–29, 38, 42–43, 45, 51, 55, 57–58, 78, 129–31, 193, 243, 258; autograding, 38, 41; grading contracts, 129–31; peer grading, 57–58 group learning, 13, 17, 20–21, 24–26, 44, 74, 76–77, 79–80, 88, 91, 93, 99, 127–29, 150, 190, 203, 205–6, 243–44, 250–51, 259 Grusin, Richard, 242 Guardian, 56–57, 162–63 guilt See under affect Hadreas, Peter J., 52, 55 happiness See under affect Harlem, 7, 198–203, 206, 209 Harvard, 81, 92, 200, 256, 259, 263–64, 266, 282, 289, 290, 296 hashtags, 9, 92–93, 100, 164–65, 170–72 HASTAC (Humanities, Arts, Science, and Technology Alliance and Collaboratory), 6, 67–69, 74–75, 129–30, 132–33 323 Hawai’i Pacific University, 46 homework, 40–41, 45, 47, 48, 54, 56–57, 58, 81, 259, 276–77 homophobia, 166 hooks, bell, 124, 154, 171, 179–81, 185–86 hybrid learning See blended learning hype, 5, 14, 104, 113, 177, 199–200, 227, 249, 284 hyperbole, 2, 5, 14, 199, 294–97 hypodermic needle theory of communication, 294 Illich, Ivan, 79 incentives See rewards India, 145, 216, 300–301, 304–9, 309n12 industrialism/industrialization, 73, 123, 129, 133, 188, 192, 274, 276–77, 282–83 informal learning and teaching, 3, 17, 47, 49, 106, 140, 144, 234n2, 238 informed consent, 100–101 inquiry-oriented learning, 15, 20 instructionist view of learning, 5, 14–16 intellectual property See copyright intelligent tutors, 14 interdisciplinary knowledge, 68–69, 105, 278, 282 international students, 41, 57, 68, 70–72, 123, 139– 40, 149, 158, 183 intersectionality, 128, 154, 165–68, 170, 312 intrinsic motivation, 27, 178 Irish, Sharon, xi, 145n3 Irvine See University of California, Irvine Ito, Mizuko “Mimi,” xi, 17 iTunes, 54, 96, 271; iTunes U, 271 Ivy League, 69, 186, 224, 273 Jarvis, Jeff, 53, 81, 87, 92 Jenkins, Henry, 17, 110 John D and Catherine T MacArthur Foundation See MacArthur Foundation journalism, 51, 53, 62, 85 Juhasz, Alexandra, xi, 6, 145n3, 151, 161 JustPublics, 74, 198, 198n K–12 education, 33, 105, 107, 115, 281 kairos, 7, 227–28, 230 Kelly, Kevin, 85 Kendall, Mikki, 169, 172 Khan, Salman, 184, 215–17, 220–23 Khan Academy, 216 killjoys, 8, 166, 168, 222, 224 Koller, Daphne, 38, 184, 215–16 Latour, Bruno, 7, 230–32, 235; Compositionist Manifesto, 230–31 learner analytics See analytics learning analytics See analytics 324 learning management system (LMS), 17, 18, 33, 105–6, 136, 141–42, 143, 178, 181, 184–85, 191, 220, 227, 250, 291 lecture, 3, 8, 23, 41–43, 47–49, 53–56, 58, 67, 68, 71, 78, 88, 104, 123, 125, 135, 186, 191, 200–201, 202, 218, 224, 229, 236–38, 242–43, 247–48, 250–51, 257, 258–59, 263, 271, 274, 276–78, 281, 283, 290, 291–92, 294 Liang, Lawrence, 300–301, 308 liberal media bias, 294 libraries and librarians, 61, 90–91, 95, 107, 198n, 202–10, 300, 308 Linzer, Daniel, 59 local communities, 141, 218 local context for design, 32, 200 local courses, 47, 116, 116n3, 117, 202 local instructors, 40, 105, 117–18, 288 local interaction, 19–20, 23, 27, 29, 31 loneliness See under affect Losh, Elizabeth, 110, 136, 140, 141, 145, 251, 303 Luddites, 188, 224, 256, 269 MacArthur Foundation, 6, 107 make, 6, 106–7, 109–10, 113, 115–16 maker movement, 91, 106 manifestos: class manifestos, 129–30, 133; Compositionist Manifesto, 230–31; FemTechNet Manifesto, 172–73; Manifesto for Teaching Online, 246–47 Masrour, Vahid, 73 massive open online courses See MOOCs mathematics See under subject matter Matsuda, Paul Kei, 218 McLuhan, Marshall, 83–84, 277, 281 McPherson, Tara, 145 media coverage, 37, 215, 256, 276, 282–83, 287, 289, 301, 304n6 Mencken, H L., 147 meta-MOOCs, 6, 7, 67–73, 108, 178, 184 metanoia, 7, 227–28, 230, 236–37 Michigan, University of See University of Michigan Minecraft, 7, 235–36 misogyny, 9, 163n2 MIT, 200, 266, 267, 282, 290, 296, 302 mobile devices, 3–4, 60, 84, 89, 95, 99, 143, 217, 227, 309n12 MOOC moment See MOOCs MOOC MOOC, 113, 184n3 MOOCs, 1–8, 13–15, 18, 20–21, 24, 29, 30n4, 32, 37–41, 43–47, 48–49, 51–54, 57–62, 68–75, 79, 81, 104–5, 106, 111, 123–26, 129, 133, 135–37, 139, 141, 143–44, 146, 151, 153–54, 155, 161, 177–78, 181, 182, 184–95, 199–201, 204–5, 209–10, 215–25, 227, 229–30, 232–34, 236–37, 241–42, 245–52, 255–62, 264–67, index 269, 271–84, 288–97, 301n2, 301–5, 307–12; business model, 68–69, 104, 209; cMOOCs (see cMOOCs); as collaborative platforms, 42–44; as entertainment, 221, 225, 279, 283–84; as interactive platforms, 43, 70–71; meta-MOOCs (see meta-MOOCs); MOOC moment, 1, 1n1, 4, 7, 136–37, 184, 199, 215, 224; and rapid feedback, 41; representing Silicon Valley, 184, 186, 217–18, 255, 265, 273–75, 279–83, 288; and strategic priorities of an institution, 39, 185, 272–73; xMOOCs (see xMOOCs); year of the MOOC, 1, 13, 51–52, 184, 199, 249, 288, 290 Morales, Ed, 206–7 Morris, Sean Michael, 74 motivation, 20, 23–24, 27, 31, 57, 93, 106, 130, 178, 187n6, 221, 238, 289–90 museums, 107, 190 Nāgārjuna, 259 Nakamura, Lisa, xi, 145, 157, 163n2 National Science Foundation (NSF), 14, 46 National Writing Project, 6, 105–6 neoliberalism, 4, 71, 142, 146, 161, 172, 184, 207, 218, 303, 309 Newfield, Christopher, 70 New School, 4, 161n New York Times, 1, 13, 51, 199, 237, 241, 248, 256, 256n1, 269, 282, 288 Ng, Andrew, 38 nonnative speakers of English See Englishlanguage learners Northwestern, 51–53, 58–59 OERs See open educational resources open educational resources (OERs), 17, 22, 33, 171, 178, 202–6, 208 Open edX, 18n2, 40, 42–44 open source software, 18, 42, 200, 223, 250, 256, 288 p2p See peer-to-peer learning pair programming, 46 Palumbo-Liu, David, 70 Papert, Seymour, 181 paragogy, 79 participatory learning and assessment (PLA), 17–33 participatory open online courses (POOCs), 2, 7, 198–99, 201–3, 205, 208–10 PDE See productive disciplinary engagement Peake, Bryce, 143 Pearson, 96 pedagogy, 14, 38–39, 79, 104; critical pedagogy, 6, 9, 153–54, 177–83, 187–92, 195–96, 220; public pedagogy, 163–64, 182, 192 index peer endorsement, 23, 25–27 peer learning, 19–23, 26–27, 30–32, 47, 55–57, 68, 76–80, 92–94, 100, 106–9, 126, 131, 144–45, 151, 193, 200, 219, 245 peer review as a writing classroom practice, 242–43, 248 peer-reviewed scholarship, 208 peer-to-peer learning, 79–80, 126, 144, 200 personalization, 5, 20–23, 30, 32, 70, 218, 277 Pew Research Center reports, philosophy See under subject matter photography See under subject matter PLA See participatory learning and assessment plagiarism, 28 Plato, 52, 228, 257, 259 play, 106–7, 110, 112, 114, 116, 118, 127–28, 137, 139, 178, 181, 235–36, 287, 309 POOCs See participatory open online courses portfolio assessment, 20–22, 27 postcolonialism, 157–58, 216, 305 PowerPoint, 77, 250 privacy, 6, 29, 53, 93, 95–100, 293, 296 privatization, 37, 44, 164, 255, 275, 281, 309 problem-based learning, 15, 20, 46 productive disciplinary engagement (PDE), 19, 22–23, 30n4, 32 project-based learning, 45, 76 public education, 71–72, 147, 274, 304, 309, 309n11, 311 public interactions, 19–20, 24 public pedagogy See under pedagogy publics, 163–72, 190, 193; pedagogical publics, 163–72 quizzes See testing racism, 135, 141, 162, 165, 166, 168, 171–72 Rameshwari Photocopy Service, 300–302, 306, 312 rationalist view of learning, 18 reflection, 28–29, 107, 263 Reif, Rafael, 295–96 remixing, 65, 84, 87, 93, 110, 116, 127, 129–30, 162, 293, 302 retention See attrition Rettberg, Jill Walker, 139, 140, 222 rewards, 27, 47, 278–79, 297; extrinsic rewards, 27 Rheingold, Howard, 6, 181, 190 rubrics, 22, 27, 42, 57, 146, 243 Sakai, 17, 21, 250 Sandel, Michael, 8, 255–56, 258–59, 263–64, 266 San José State University (SJSU), 8, 40, 52, 224, 249, 255–59, 263–65, 269 scale: advantages, 31–33, 39–40, 43–44, 48–49, 100; difficulties, 14–15, 32, 38, 45–47, 201, 280–82, 292 325 Scholz, Trebor, xi, second-language speakers See English-language learners Second Life, 74, 143, 248, 287–88 Sedgwick, Eve Kosofsky, 167, 219 selfies, 8–9, 137, 140–41 Severance, Charles, 250–51 Shah, Nishant, 8, 95, 138, 145, 216 shame See under affect Shulman, Lee, 15 Siemens, George, 13, 16–17, 22, 105, 186n5, 199 Silicon Valley, 184, 186, 217–18, 255, 265, 273–75, 279–83, 288 Singh, Shyam, 300–302, 308–9, 312 situated learning, 16, 19, 126, 157, 170, 172 SJSU See San José State University small private online courses (SPOCs), 2, 37–38, 40–49, 255, 266–67 social media, 6, 53, 59, 70, 77–78, 86, 92, 97, 100, 108, 125, 127, 139, 142, 144, 162–64, 166, 169, 171, 181–82, 195, 219, 224, 234n2, 237, 239, 250–51 software engineering See under subject matter Spivak, Gayatri, 154 SPOCs See small private online courses Stanford, 38, 70, 199, 215, 266, 288, 289, 290, 298 Stanmeyer, John, 89 Stommel, Jesse, 74 Storify, 77, 93–94 student success, 56–58, 70, 191 subject matter, 52, 180; algebra, 43, 249; American Studies, 131–33; analog circuits, 40; arts management, 216; assessment, 20–33; composition, 20, 221, 233, 241–42; e-learning, 247–47; English, 33; higher education, 67– 75, 124, 129–32, 274–75; internet studies, 250; mathematics, 19, 20; media studies, 53–62; philosophy, 255–69; photography, 6, 83–90, 93, 100; power searching with Google, 18; software engineering, 38–45; world music, 241–45, 247, 249–50 success See student success Sullivan, Teresa, 8, 273, 289–90 summative assessment See under assessment TAs See teaching assistants Taylorism, 73 Taylor Mill, Harriet, 259 teacher training, 46–47 teaching assistants, 18, 28, 31, 37, 38, 40, 42–43, 45– 46, 48, 55, 58, 75, 136, 186, 243, 247, 264, 267; community teaching assistants, 45 TED talks, 7, 215, 217, 262, 279, 281, 283 testing: as a measure of learning, 149; as a measure of participation, 54; multiple-choice, 29–31; ungraded, open-ended, 38 326 textbooks, 5, 17, 23, 29, 42, 49, 53, 150, 200, 204, 229, 251, 271, 278, 281, 292, 295, 301, 308 threaded online discussions, 23, 54–55, 57, 60–61, 76–77, 92, 244–45, 247 threads See threaded online discussions Thrun, Sebastian, 2, 223, 241, 249, 265, 279 toxicity, 162, 166, 169, 171, 174 transfer of knowledge, 106, 139, 294 Tsinghua University, 41 Tumblr, 161–67, 171 Twine, 162 Twitter, 7, 71, 88, 91–92, 94–95, 112n2, 127–28, 162, 169, 188, 195, 250 Twitter vs Zombies, 127–28 UC Berkeley See University of California, Berkeley UCI See University of California, Irvine UCLA See University of California, Los Angeles UCSB See University of California, Santa Barbara Udacity, 1, 2, 13, 123, 126, 184, 185, 186, 200, 216, 223, 234, 241, 249, 265, 267, 281–83, 290 UDL See Universal Design for Learning Universal Design for Learning (UDL), 218 universalism, 7, 215, 217–19, 224 University of California, Berkeley, 5, 38–41, 44– 46, 48, 109, 205, 290, 296 University of California, Irvine, xi, 219 University of California, Los Angeles, 52 University of California, Santa Barbara, 70 University of Illinois at Urbana–Champaign, 51 University of Maryland, 74 University of Michigan, 250 index University of Virginia, 8, 273 unschooling, 147 Vaidhyanathan, Siva, 8, 53, 216, 218, 273, 290 video, 13, 18, 22–23, 41, 43, 53, 56, 68, 73, 77, 92, 94, 125, 127–29, 161–62, 182, 186n4, 191, 199–203, 209, 219–20, 222–23, 229, 233, 242–44, 248, 250–51, 258–60, 262–63, 267, 276, 278–80, 283, 290, 292, 296; attractiveness of speakers and, 267; passivity of consumption and, 23; production values of, 242–43, 248; as promotional tool, 290–92, 296 video games See games Vine, 127 virtual worlds, 150, 157, 235, 238, 248, 287–88 VisMOOC, 43 visualization, 92, 100 volunteerism, 46, 76, 153n6, 156 Washington, Booker T., 3, 216, 222 Watters, Audrey, 186n4, 189, 200 white-savior industrial complex, 215–16 wikis, 20–33, 69, 75–76; wikifolios, 20–33; Wikipedia editing, 128, 137, 143–49, 152–53, 158 Wired magazine, 241, 288 world music See under subject matter xMOOCs, 5, 13–15, 18, 144, 186, 200–201, 234, 234n2, 236 year of the MOOC See MOOCs Yik Yak, 135–37, 140–41, 150 zines, 156 .. .MOOCs and Their Afterlives MOOCs and Their Afterlives Experiments in Scale and Access in Higher Education Edited by Elizabeth Losh The University of Chicago Press Chicago and London... of Congress Cataloging -in- Publication Data Names: Losh, Elizabeth M (Elizabeth Mathews), editor Title: MOOCs and their afterlives : experiments in scale and access in higher education? ?/ edited... that MOOCs could never be a panacea for all the issues around scale and access in higher education As a Pew Report on “Tracking Online Education in the United States” indicated in 2014, administrators