MOOCs and their afterlives :: experiments in scale and access in higher education /
A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or M...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Chicago ; London :
The University of Chicago Press,
2017.
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| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Zusammenfassung: | A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines - education, rhetoric, philosophy, literary studies, history, computer science, and journalism - to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Courses). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9780226469591 022646959X |
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| 505 | 0 | 0 | |g Part 1: Data-driven education. |t Beyond hype, hyperbole, myths, and paradoxes: scaling up participatory learning and assessment in a big open online course / |r Daniel T. Hickey and Suraj L. Uttamchandani -- |t Can MOOCS and SPOCS help scale residential education while maintaining high quality? / |r Armando Fox -- |t Measuring the impact of a MOOC experience / |r Owen R. Youngman -- |g Part 2: Connected learning. |t Connecting learning: what I learned from teaching a meta-MOOC / |r Cathy N. Davidson -- |t Toward peerogy / |r Howard Rheingold -- |t The learning cliff: peer learning in a time of rapid change / |r Jonathan Worth -- |t Reimagining learning in CLMOOC / |r Mia Zamora -- |g Part 3: Openness and critical pedagogy. |t Feminist pedagogy in the digital age: experimenting between MOOCs and DOCCs / |r Adeline Koh -- |t Epistemologies of doing: engaging online learning through feminist pedagogy / |r Radhika Gajjala, Erika M. Behrmann, Anca Birzescu, Andrew Corbett, and Kayleigh Frances Bondor -- |t Haven't you ever heard of Tumblr? FemTechNet's distributed open collaborative course (DOCC), pedagogical publics, and classroom incivility / |r Jasmine Rault and T.L. Cowan -- |t Open education as resistance: MOOCs and critical digital pedagogy / |r Sean Michael Morris and Jesse Stommel -- |t Opening education, linking to communities: the #InQ13 Collective's participatory open online course (POOC) in East Harlem / |r Jessie Daniels, Polly Thistlethwaite, and Shawn(ta) Smith-Cruz -- |g The pathos of the MOOC moment. |t Digital universalism and MOOC affects / |r Elizabeth Losh -- |t The prospects and regrets of an edtech gold rush / |r Alex Reid -- |t Always alone and together: three of my MOOC student discussion and participation experiences / |r Steven D. Krause -- |g Part 5: MOOC critiques. |t The open letter to Michael Sandel and some thoughts about outsourced online teaching / |r The San José State Philosophy Department -- |t The secret lives of MOOCS / |r Ian Bogost -- |t MOOCS, Second Life, and the white man's burden / |r Siva Vaidhyanathan -- |t Putting the "C" in MOOC: of crises, critique, and criticality in higher education / |r Nishant Shah. |
| 520 | 8 | |a A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines - education, rhetoric, philosophy, literary studies, history, computer science, and journalism - to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Courses). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education | |
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a MOOCs (Web-based instruction) |0 http://id.loc.gov/authorities/subjects/sh2013002540 | |
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| author2 | Losh, Elizabeth M. (Elizabeth Mathews) |
| author2_role | edt |
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| author_GND | http://id.loc.gov/authorities/names/no2007128041 |
| author_additional | Daniel T. Hickey and Suraj L. Uttamchandani -- Armando Fox -- Owen R. Youngman -- Cathy N. Davidson -- Howard Rheingold -- Jonathan Worth -- Mia Zamora -- Adeline Koh -- Radhika Gajjala, Erika M. Behrmann, Anca Birzescu, Andrew Corbett, and Kayleigh Frances Bondor -- Jasmine Rault and T.L. Cowan -- Sean Michael Morris and Jesse Stommel -- Jessie Daniels, Polly Thistlethwaite, and Shawn(ta) Smith-Cruz -- Elizabeth Losh -- Alex Reid -- Steven D. Krause -- The San José State Philosophy Department -- Ian Bogost -- Siva Vaidhyanathan -- Nishant Shah. |
| author_facet | Losh, Elizabeth M. (Elizabeth Mathews) |
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| collection | ZDB-4-EBA |
| contents | Beyond hype, hyperbole, myths, and paradoxes: scaling up participatory learning and assessment in a big open online course / Can MOOCS and SPOCS help scale residential education while maintaining high quality? / Measuring the impact of a MOOC experience / Connecting learning: what I learned from teaching a meta-MOOC / Toward peerogy / The learning cliff: peer learning in a time of rapid change / Reimagining learning in CLMOOC / Feminist pedagogy in the digital age: experimenting between MOOCs and DOCCs / Epistemologies of doing: engaging online learning through feminist pedagogy / Haven't you ever heard of Tumblr? FemTechNet's distributed open collaborative course (DOCC), pedagogical publics, and classroom incivility / Open education as resistance: MOOCs and critical digital pedagogy / Opening education, linking to communities: the #InQ13 Collective's participatory open online course (POOC) in East Harlem / Digital universalism and MOOC affects / The prospects and regrets of an edtech gold rush / Always alone and together: three of my MOOC student discussion and participation experiences / The open letter to Michael Sandel and some thoughts about outsourced online teaching / The secret lives of MOOCS / MOOCS, Second Life, and the white man's burden / Putting the "C" in MOOC: of crises, critique, and criticality in higher education / |
| ctrlnum | (OCoLC)994145957 |
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| dewey-search | 371.33/44678 |
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| discipline | Pädagogik |
| format | Electronic eBook |
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Krause --</subfield><subfield code="g">Part 5: MOOC critiques.</subfield><subfield code="t">The open letter to Michael Sandel and some thoughts about outsourced online teaching /</subfield><subfield code="r">The San José State Philosophy Department --</subfield><subfield code="t">The secret lives of MOOCS /</subfield><subfield code="r">Ian Bogost --</subfield><subfield code="t">MOOCS, Second Life, and the white man's burden /</subfield><subfield code="r">Siva Vaidhyanathan --</subfield><subfield code="t">Putting the "C" in MOOC: of crises, critique, and criticality in higher education /</subfield><subfield code="r">Nishant Shah.</subfield></datafield><datafield tag="520" ind1="8" ind2=" "><subfield code="a">A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." 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| id | ZDB-4-EBA-ocn994145957 |
| illustrated | Not Illustrated |
| indexdate | 2025-04-11T08:43:51Z |
| institution | BVB |
| isbn | 9780226469591 022646959X |
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| spelling | MOOCs and their afterlives : experiments in scale and access in higher education / edited by Elizabeth Losh. Chicago ; London : The University of Chicago Press, 2017. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Part 1: 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 -- Part 2: 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 -- Reimagining learning in CLMOOC / Mia Zamora -- Part 3: 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 -- 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 -- Open education as resistance: MOOCs and critical digital pedagogy / Sean Michael Morris and Jesse Stommel -- 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 -- The pathos of the MOOC moment. Digital universalism and MOOC affects / Elizabeth Losh -- The prospects and regrets of an edtech gold rush / Alex Reid -- Always alone and together: three of my MOOC student discussion and participation experiences / Steven D. Krause -- Part 5: MOOC critiques. The open letter to Michael Sandel and some thoughts about outsourced online teaching / The San José State Philosophy Department -- The secret lives of MOOCS / Ian Bogost -- MOOCS, Second Life, and the white man's burden / Siva Vaidhyanathan -- Putting the "C" in MOOC: of crises, critique, and criticality in higher education / Nishant Shah. A trio of headlines in the 'Chronicle of Higher Education' seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines - education, rhetoric, philosophy, literary studies, history, computer science, and journalism - to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Courses). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education Print version record. MOOCs (Web-based instruction) http://id.loc.gov/authorities/subjects/sh2013002540 Cours en ligne ouverts à tous. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh MOOCs (Web-based instruction) fast MOOC. digital learning. digital literacy. digital rhetoric. higher education. open access. pedagogy. Losh, Elizabeth M. (Elizabeth Mathews), editor. https://id.oclc.org/worldcat/entity/E39PCjwHBrxFdxxqr4QfcMKMmq http://id.loc.gov/authorities/names/no2007128041 Print version: MOOCs and their afterlives. Chicago ; London : The University of Chicago Press, 2017 9780226469317 (DLC) 2017005394 (OCoLC)958798798 |
| spellingShingle | MOOCs and their afterlives : experiments in scale and access in higher education / Beyond hype, hyperbole, myths, and paradoxes: scaling up participatory learning and assessment in a big open online course / Can MOOCS and SPOCS help scale residential education while maintaining high quality? / Measuring the impact of a MOOC experience / Connecting learning: what I learned from teaching a meta-MOOC / Toward peerogy / The learning cliff: peer learning in a time of rapid change / Reimagining learning in CLMOOC / Feminist pedagogy in the digital age: experimenting between MOOCs and DOCCs / Epistemologies of doing: engaging online learning through feminist pedagogy / Haven't you ever heard of Tumblr? FemTechNet's distributed open collaborative course (DOCC), pedagogical publics, and classroom incivility / Open education as resistance: MOOCs and critical digital pedagogy / Opening education, linking to communities: the #InQ13 Collective's participatory open online course (POOC) in East Harlem / Digital universalism and MOOC affects / The prospects and regrets of an edtech gold rush / Always alone and together: three of my MOOC student discussion and participation experiences / The open letter to Michael Sandel and some thoughts about outsourced online teaching / The secret lives of MOOCS / MOOCS, Second Life, and the white man's burden / Putting the "C" in MOOC: of crises, critique, and criticality in higher education / MOOCs (Web-based instruction) http://id.loc.gov/authorities/subjects/sh2013002540 Cours en ligne ouverts à tous. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh MOOCs (Web-based instruction) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2013002540 |
| title | MOOCs and their afterlives : experiments in scale and access in higher education / |
| title_alt | Beyond hype, hyperbole, myths, and paradoxes: scaling up participatory learning and assessment in a big open online course / Can MOOCS and SPOCS help scale residential education while maintaining high quality? / Measuring the impact of a MOOC experience / Connecting learning: what I learned from teaching a meta-MOOC / Toward peerogy / The learning cliff: peer learning in a time of rapid change / Reimagining learning in CLMOOC / Feminist pedagogy in the digital age: experimenting between MOOCs and DOCCs / Epistemologies of doing: engaging online learning through feminist pedagogy / Haven't you ever heard of Tumblr? FemTechNet's distributed open collaborative course (DOCC), pedagogical publics, and classroom incivility / Open education as resistance: MOOCs and critical digital pedagogy / Opening education, linking to communities: the #InQ13 Collective's participatory open online course (POOC) in East Harlem / Digital universalism and MOOC affects / The prospects and regrets of an edtech gold rush / Always alone and together: three of my MOOC student discussion and participation experiences / The open letter to Michael Sandel and some thoughts about outsourced online teaching / The secret lives of MOOCS / MOOCS, Second Life, and the white man's burden / Putting the "C" in MOOC: of crises, critique, and criticality in higher education / |
| title_auth | MOOCs and their afterlives : experiments in scale and access in higher education / |
| title_exact_search | MOOCs and their afterlives : experiments in scale and access in higher education / |
| title_full | MOOCs and their afterlives : experiments in scale and access in higher education / edited by Elizabeth Losh. |
| title_fullStr | MOOCs and their afterlives : experiments in scale and access in higher education / edited by Elizabeth Losh. |
| title_full_unstemmed | MOOCs and their afterlives : experiments in scale and access in higher education / edited by Elizabeth Losh. |
| title_short | MOOCs and their afterlives : |
| title_sort | moocs and their afterlives experiments in scale and access in higher education |
| title_sub | experiments in scale and access in higher education / |
| topic | MOOCs (Web-based instruction) http://id.loc.gov/authorities/subjects/sh2013002540 Cours en ligne ouverts à tous. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh MOOCs (Web-based instruction) fast |
| topic_facet | MOOCs (Web-based instruction) Cours en ligne ouverts à tous. EDUCATION Administration General. EDUCATION Organizations & Institutions. |
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