Myth of the mooc


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  • Welcome to this NITLE Shared AcademicsTM event.
  • Notes test hereMore notes
  • As a benefit of membership, NITLE Shared AcademicsTM offers members of The NITLE Network access to expert presenters without incurring the travel costs of bringing them to their individual campuses while additionally enabling them to be in a virtual classroom with colleagues at other institutions. This platform allows for a high level of engagement much like you would find in a classroom at one of our institutions.
  • Thanks for attending—you will receive a We encourage you to continue these discussions on your campus. These questions can help get the conversation started.
  • NITLE Shared AcademicsTM is pleased to welcome our speaker Jacque Wernimont. Women’s Studies, Gender Studies, and Digital Humanities#feminisms Speaker Biography Jacqueline Wernimont is an Assistant Professor of English at Scripps College. Prof. Wernimont writes on feminisms and digital archives (among other things) and regularly collaborates with the Brown University Women Writers Project, where she was previously the project manager and textbase editor.currently the lead on a Mellon Planning Grant to establish the Claremont Center for Digital Humanities. She is also currently co-editing a special issue of Digital Humanities Quarterly Katherine Harris on Feminisms & DH and is the organizer of THATCamp Feminisms West which will also have versions in the East and South. March 15-16 (East only on 16)can still sign up West,, East,, and South,   Today’s seminar also follows-up on seminars we have held on the networked course, FemTechNet, as well as on Digital Humanities and Race.
  • Please join us for these upcoming events and stay connected with NITLE through Facebook, LinkedIn and Twitter. We continue to add Shared Academics events to our calendar.Library Seminar, Sam Demas on Organizational Development and Restructuring, Wednesday, March 6, 2 - 3:00 pm EST
  • Thanks for attending—you will receive an invitation to evaluate this seminar via email.
  • Myth of the mooc

    1. 1. WelcomeIn chat, please …• Introduce yourself with your name and institution.• Indicate if you are participating as a group.• Share what you want to get out of today‘s seminar. Myth of the MOOC
    2. 2. Participating in Today’s Seminar This seminar is being recorded. Click to Open Panels for Participants & ChatMyth of the MOOC
    3. 3. Discussion Guide of the MOOC
    4. 4. Myth of the MOOCSean Andrews, ACSL PublicFellow and Director, NITLE Shared Libraries
    5. 5. MythMyth of the MOOC
    6. 6. Shirky‘s description of context―The value of that degree remains high in relative terms, but only because people with bachelors degrees have seen their incomes shrink less over the last few years than people who dont have them. ‗Give us tens of thousands of dollars and years of your life so you can suffer less than your peers‘ isnt much of a proposition. More like a ransom note.‖ Myth of the MOOC
    7. 7. in-earnings-for-college-graduates-2012-11Myth of the MOOC
    8. 8. This is why MOOCs matter. Not because distance learning is some big new thing or because online lectures are a solution to all our problems, but because they‘ve come along at a time when students and parents are willing to ask themselves, "Isn‘t there some other way to do this?" Myth of the MOOC
    9. 9. Myth of technological sublime―Today‘s world of new media is not the first to be christened with magical powers to transcend the present and institute a new order. But they also demonstrate that transcendence is not easy to sustain. [The] sublime eventually fades into the banality of everyday life.‖ - Mosco, Digital Sublime Myth of the MOOC
    10. 10. ―The lid of the classroom has been blown off, and the walls have been set on the circumference of the globe.‖ [Thanks to radio,] ―every home has the potentiality of becoming an extension of Carnegie Hall or Harvard University‖ - Radio Broadcast MagazineMyth of the MOOC
    11. 11. Myth of the MOOC
    12. 12. "I believe that 50 years from now, educationwill be as short and sweet as Twitter istoday. It will be like an evening talk. And thatwill be a fantastic moment.” - Sebastian Thurn, Udacity founder Myth of the MOOC
    13. 13. George Siemans―The problem of education does not concern me as much as the solutions to the problem of education are starting to concern me.‖ - in response to something Jeff Jarvis said…at a TED talk. Myth of the MOOC
    14. 14. ―Solutionism‖ • ―An unhealthy preoccupation with sexy, monumental, and narrow-minded solutions [. . .] to problems that are extremely complex, fluid, and contentious.‖ • ―How problems are composed matters every bit as how they are solved.‖Myth of the MOOC
    15. 15. MOOCs as Solutionism―The quick fixes it peddles do not exist in a political vacuum. In promising almost immediate and much cheaper results, they can easily undermine support for more ambitious, more intellectually stimulating, but also more demanding reform projects.‖ Myth of the MOOC
    16. 16. MOOCs as ―Disruption‖• Dismisses any political or social answer to the problem. – MARKET, CONSUMERS, and TECH primary• Overlooks the political, social, and cultural elements to their vision coming to pass. – True even of Clayton Christensen‘s examples, e.g. disk drives. • Cf: Myth of the MOOC
    17. 17. True disruptive innovation• For profits – mining public dollars efficiently by exploiting underserved students who qualify for higher Pell grants – not technological – political economic – Spend< 25% of funds on education – More on marketing, recruiting, debt peonage – 10% of ed market, 25% of federal aid – In some cases 85% of income from tax $$ – Myth of the MOOC
    18. 18. in-earnings-for-college-graduates-2012-11Myth of the MOOC
    19. 19. A tale of two ―COULDS‖ • President Emeritus of The Andrew W. Mellon Foundation where he served as President from 1988 to 2006. • He was the president of Princeton University from 1972 to 1988 • Co-author with Baumol of 1970s research on ―Cost- Disease.‖ of the MOOC
    20. 20. Could #2• ―I too am convinced that online learning could be truly transformative. What needs to be done in order to translate ―could‖ into ―will‖?‖ – Lack of evidence about learning outcomes and cost savings – Need for customizable toolkits/platforms – ―new mindsets, fresh thinking‖ • p. 26 Myth of the MOOC
    21. 21. in-earnings-for-college-graduates-2012-11Myth of the MOOC
    22. 22. Things I will bracket• Learning outcomes in online learning• cMOOCs are exciting for possibilities – Bowen says we need customizable MOOC toolkit • edX and Stanford say they will deliver• Tenure, Shared governance – Economic analysis: 3:1 ratio tenured faculty to admin/staff most efficient; currently = 1:2.• A bunch of other stuff… Myth of the MOOC
    23. 23. Could #1• ‗In a new book, William J. Baumol explains clearly that the same economy-wide increases in productivity that are at the root of the cost disease raise overall wealth and generate additional resources that COULD be used to pay the rising relative costs of activities in labor-intensive sectors such as education IF we were to choose to spend them in this way. As Baumol notes in his introduction, this proposition about ―possibilities‖ was first explained to him by the renowned Cambridge economist Joan Robinson many decades ago—but even Baumol did not immediately recognize its full implications. Future prospects come down to a matter of priorities. ―Could‖ is not the same as ―will.‖ The key question, then, is whether we will choose, collectively, to invest the fruits of overall productivity gains on ―goods‖ such as quality education. My verdict: ‗Not likely.‘‖ Myth of the MOOC
    24. 24. We should care about this Could• Impacts our ability to continue as institutions and academics• Impacts the future of our current students to continue as intellectual laborer• Impacts the future of the US economy• This is the real problem MOOCs are supposed to solve Myth of the MOOC
    25. 25. Myth of the MOOC
    26. 26. Myth of the MOOC
    27. 27. in-earnings-for-college-graduates-2012-11Myth of the MOOC
    28. 28. COST SIDE OF SCISSORMyth of the MOOC
    29. 29. Tuition rises because of falling public financingMyth of the MOOC
    30. 30. of the MOOC taxes-plummet/?mobile=nc
    31. 31. Myth of the MOOC
    32. 32. Global Plutocracy―The rich of today are also different from the rich of yesterday. Our light-speed, globally connected economy has led to the rise of a new super-elite that consists, to a notable degree, of first- and second-generation wealth. Its members are hardworking, highly educated, jet- setting meritocrats who feel they are the deserving winners of a tough, worldwide economic competition— and, as a result, have an ambivalent attitude toward those of us who haven‘t succeeded quite so spectacularly. They tend to believe in the institutions that permit social mobility, but are less enthusiastic about the economic redistribution—i.e., taxes—it takes to pay for those institutions.‖ Myth of the MOOC
    33. 33. All ―perfectly legal‖• ―Texas gives out $19 billion per year in corporate subsidies.‖• ―To help balance its budget last year, Texas cut public education spending by $5.4 billion — a significant decrease considering that it already ranked 11th from the bottom among all states in per- pupil financing, according to recent data from the Census Bureau‖ –[] Myth of the MOOC
    34. 34. Tech companies as tax dodgers• ―Apple deferred taxes on over $35.4 billion in offshore income between 2009 and 2011.‖ –• ―Google Inc. avoided about $2 billion in worldwide income taxes in 2011 by shifting $9.8 billion in revenues into a Bermuda shell company, almost double the total from three years before, filings show.‖ – Myth of the MOOC
    35. 35. Myth of the MOOC
    36. 36. This would almost be okay if it was doing what it was supposed to, i.e. creating jobs, wages, growth, etc. but…Myth of the MOOC
    37. 37. WAGE SIDE OF SCISSORMyth of the MOOC
    38. 38. Bowen• ―Economic conditions have indeed taken a toll, and those who complain that college costs are rising faster than incomes should recognize that stagnation of median family incomes is definitely one blade of this scissors.‖ – p. 12 Myth of the MOOC
    39. 39. Myth of the MOOC
    40. 40. Myth of the MOOC
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    43. 43. Myth of the MOOC
    44. 44. of the MOOC
    45. 45. Less income leads to people taking on more debt to pay for housing, medical, and education…Myth of the MOOC
    46. 46. Myth of the MOOC
    47. 47. Myth of the MOOC
    49. 49. “For full-time, full-year workers, the hourly wage declinesfrom 2000 to 2012 represent a roughly $3,200 decline.” of the MOOC
    50. 50. Workers don’t lack skills, they lack work of the MOOC
    51. 51. No jobs because no investment Myth of the MOOC economy/272940/?fb_action_ids=10151520078370485&fb_action_types=og.recommends&fb_source=aggregation&fb_aggregation _id=288381481237582
    52. 52. Bruce Bartlett, in NYT―many corporations are holding vast amounts of cash and other liquid assets, using them neither for investment nor to benefit shareholders. These assets are largely earned and held overseas, and not subject to American taxes until the money is brought home.‖―As of the third quarter of 2012 nonfinancial corporations in the United States held $1.7 trillion of liquid assets‖ Myth of the MOOC
    53. 53. Savings, not investmentMyth of the MOOC
    54. 54. in-earnings-for-college-graduates-2012-11Myth of the MOOC
    55. 55. Broader Context• Tuition rises because of falling public financing• Debt increases because of stagnant wages• Wage premium for BA shrinks – but all income levels are hurting• Stagnant wages – across the bottom 90%• Sequestration vs. raising taxes Myth of the MOOC
    56. 56. My Verdict• We must do both – Improve use of ed tech – Combat plutocratic abandonment of education, decent jobs and wages, and – Ensure the future of the U.S. meritocracy• …Maybe we should do a MOOC on this Myth of the MOOC
    57. 57. Upcoming Events• Digital Pedagogy Keywords, Wednesday, Connect with Us April 10, 3 - 4 pm EDT• Robert Kieft on College Libraries, Resource Provision, and a Collective Collection, Thursday, April 11, 2 - 3 pm EDT• History Harvest, Friday, April 12, 3 - 4 pm EDT• Digital Reading Practices for the Liberal Arts Classroom, Thursday, April 18, 3 - 4 pm EDT Myth of the MOOC
    58. 58. Thank You Please evaluate this event: Myth of the MOOC