Producing students without boundaries through degrees of edupunk


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Delivered at ‘Letting the Students be, Responsibly: Learning, Experience and Standardization in Higher Education’ for the HEA at Bangor University, 16 May 2013

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Producing students without boundaries through degrees of edupunk

  1. 1. Producing students without boundaries through
  2. 2. ENTER EDUPUNK: “Corporations are selling us back our ideas,innovations, and visions for an exorbitant price. I want them allback, and I want them now!” (Jim Groom an instructional-technologyspecialist and adjunct professor at the University of Mary Washington, 2008)877 ‘results’(13/5/13)DiY HE?
  3. 3. in the UK: Phases 1-3 (2009-20012)…full courses, course materials,modules, textbooks, videos,tests, software, other tools,material or techniques…
  4. 4.
  5. 5. “The End of the University as We Know It”?(The Observer, 2013)“Going to Harvard from your own bedroom”(BBC News, 2011)“Is it possible for everybody to be an autodidact,now that knowledge is so accessible online?”(Wall Street Journal, 2010)OCW 2011: 100 million; by 2021: 1 billion?OpenLearn 2011: 40 millionOER University OpenLearnPeer to Peer University JorumiTunesU OCWMITx/edX UdacityThe Khan Academy Coursera
  6. 6.“Punk was actively discouraged if not banned during 1976 and1977, first by the music industry, then the newspapers and thepoliticians, then the public at large. This resulted in an undergrounddistribution and production network which turned necessity into avirtue: it was easy and cheap, go and do it. These ideals of access –which have been expanded by the internet – have become one ofPunk’s enduring legacies.”(Savage, 2001, England’s Dreaming, p. xv, emphasis added)
  7. 7. Producing studentsChanging the student role throughthe ‘Student as Producer’ concept:emphasising research-focusedteaching and learningLincoln University: Chemistry FMFree advertising?UCBC: Criminology VHS
  8. 8. ‘anarchos’ -withoutrulers‘agogos’ -to lead
  9. 9. Employability expectations from employers:1. Business andcustomer awareness2. Problem solving3. Communication andliteracy4. Application ofnumeracy5. Application of informationtechnology6. A ‘can-do’ approach7. Entrepreneurship/enterprise(Pegg et al, 2012, Pedagogy forEmployability, p19)
  10. 10. Without boundariesNew disciplinary borders?Mobile students?New collaboration?Open students?‘The only way is ethics’? (LSE StudentsUnion, 2011)
  11. 11. ‘Camera lucida’ and Educational Punctums“it is this element which rises from the scene, shoots outof it like an arrow, and pierces me. A Latin word exists todesignate this wound, this prick, this mark made by apointed instrument: the word suits me all the better inthat it also refers to the notion of punctuation, andbecause the photographs I am speaking of are in effectpunctuated, sometimes even speckled with thesesensitive point; precisely, these marks, these wounds areso many points. This second element which will disturbthe studium I shall therefore call punctum;for punctum is also: sting, speck, cut, little hole – andalso a cast of the dice. A photograph’s punctum is thataccident which pricks me (but also bruises me, ispoignant to me”. (Barthes, 1981: 26-7, emphasis added).
  12. 12. Degrees of edupunkCommunity ChallengeA Massively Open OnlineCourse (MOOC) or a LOOC?Alternative assessment?
  13. 13. Wenceslaus Hollar (1663)
  14. 14.
  15. 15. B0007052 Credit Neil Webb
  16. 16. Anarchogogy in action:, R. (1981) Camera lucida. New York: Hill & Wang.Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R. (2012) Pedagogy for employabilityURL (accessed 22 May 2012), J. (2001) England’s Dreaming. London: Faber and Faber.