This collaborative blog and curated collection of free and open resources is produced by the Digital Media & Learning Research Hub, which is dedicated to analyzing and interpreting the impact of the Internet and digital media on education, civic engagement, and youth.
Proponents and practitioners of the open web also bear responsibility for the missed opportunities in higher education. In retrospect, temperamental preferences for DIY culture, relentless tinkering and experimentation, and indulging the delightful paradoxes of ill-structured problems has not served to promote the adoption of open online tools in the wider culture. Whereas innovators and early adopters tend to have a relatively high tolerance for chaos, higher education as a whole does not (and arguably cannot). Railing against the academy's failure to embrace a perceived risk can be dismal fun for many of us, but an honest appraisal of our own missteps has to be in the mix.
The focus is however mostly on the high profile xMOOC interpretations of Coursera, edX etc rather than on the more undercover collaborative MOOCs offered by networks of teachers.
No apology for Wikipedia, either. For the vindication of Wikipedia as an academic source, Harvard University Library [a lead partner in the Digital Public Library of America (DPLA) Project] has expanded Wikipedia’s works on books to over 60,000 [Harvard Library Innovation Laboratory, ShelfLife Collaborative, Librarycloud Demo]:
... two-way integration with Wikipedia,... is ... an example of how DPLA can weave itself into the knowledge ecosystem of the Web. If an item has a Wikipedia page, we let you see all the other items categorized with it at Wikipedia.
We're proud of this; it took considerable effort and ingenuity.
…
If the DPLA collection doesn't contain that work, we put the work's Wikipedia page on the shelf.
[see “How did you do the integration with Wikipedia?” on the FAQ page]
The irony is worth underlining: the OpenEd community, whose major criticism of MOOCs is that they enshrine the one-way, rigid lecture format, was asked not to respond via the open web while Ng was lecturing to them over a video link.
Genomic data sets shared publicly get used more... well yes. And, the scientists who share them are also much more often cited. Well, yes. But is that necessarily a good thing? Maybe.
Our increasing inability to view globalised higher education from any perspective other than that of competing nation states in a transnational system, and of universities as competing capitals inside that world-view, is highlighted by Matt Lingard’s report on the Universities UK event, Open and online learning: Making the most of Moocs and other models. Critically, Lingard highlights how MOOCs are being utilised to catalyse further marketisation of education in the global North with the on-line space being used less as a socially transformative experience, and more as a space for public/private partnership, in order to lever global labour arbitrage and strengthen the transnational power of specific corporations:
Universities have failed to recognize the pent-up demand for learning as the economy has diversified and society has become more complex and interconnected. As a consequence, the internet has contributed by creating a shadow education system where learners learn on their own and through social networks. MOOCs reflect society’s transition to a knowledge economy and reveal the inadequacy of existing university models to meet learner’s needs.
A very capitalist take on moocs and open education. Yes a lot that is significant has happened very fast. But Bezos and Gates are not universally regarded as forces for good. Money is not everything.