Category Archives: Open Access, open ed, OER

MOOCs in Humanities: too massive?

I recently tweeted about an article I heard about from The Guardian (newspaper) higher education twitter feed: @GdnHigherEd: “Could online courses be the death of the humanities?” by Aurélien Mondon and Gerhard Hoffstaedter, co-founders of Melbourne Free University. I want to discuss that article briefly, and then give some thoughts on the benefits and drawbacks of scale in MOOCs (Massive Open Online Courses).

In the article noted above, Mondon and Hoffstaedter are commenting on a previous article, “Do online courses spell the end for the traditional university?,” by Carole Cadwalladr, in The Observer. There, Cadwalladr discusses how open education, and free online courses, could have an impact on traditional university education. Why pay thousands of dollars when you can get the same content taught by the same professors for free? Of course, you don’t get degrees or credit (yet), but for those who just want to learn something, MOOCs are likely a better option than signing up for a face-to-face class that you have to pay for.

In their response to this article, Mondon and Hoffstaedter suggest that the expansion of MOOCs could spell the death of humanities, specifically.

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Learnist boards on SoTL and Open Access

During the past week or so I’ve been working on finishing a couple of things before their deadlines, and during breaks in working on those I’ve been having fun with Learnist: http://learni.st/. Learnist is sort of like Pinterest but focused more on learning about new things. The idea is that someone who has some knowledge about something designs a “learnboard” about it, and collects things from the web (including PDFs, Google docs and books, Prezi presentations, Kickstarter campaigns, and more), plus their own materials if they like, and puts them together in an order that helps others learn the topic. That person also adds commentary to help explain the artifact posted. There are places to comment on each artifact or on the whole board, and others can suggest new things to be put on the board.

Right now Learnist is in beta, and I am a bit frustrated by the fact that there is nothing on the front page to explain it (though there are learnboards on Learnist itself that give you an overview–you just have to type in “learnist” on the search bar at the top to find them).

You have to send a request to them if you want an account to create your own boards or make comments, but you don’t have to have an account to see all the existing boards. You can see mine by following the links below. They are still in progress, so more will likely be added later (esp. to the first and third ones).

 

1. What is the Scholarship of Teaching and Learning and How Can I Get Involved?

2. Open Access Journals in the Scholarship of Teaching and Learning

3. Open Access Scholarly Publishing (and Why It’s Important)

 

And you could also check out my personal page on Learnist, which lists any new learnboards I may have added since writing this post, as well as the boards I myself “like” and “follow.”

Update Dec. 6, 2012

I received an email from someone over at Grockit, the company that runs Learnist, asking for some suggestions to try to address the problems I noted above with being confused about how it all works when you arrive at the page for the first time. Nice to hear they are concerned and open to suggestions!

They also let me know I could invite others to use Learnist and they could bypass the usual waiting period through that means. So if you want an invite, send me an email (I may have to ask you a couple of questions to make sure you’re a real person and really interested in Learnist, since I’ll personally be inviting you!). Find my email address on my personal website at: https://blogs.ubc.ca/christinahendricks

 

Sympoze–open access, crowd-sourced peer review

Sympoze started off as a social bookmarking site for philosophers, where people would share bookmarks to sites, articles, etc. they found philosophically interesting.

Recently they changed their purpose to “a network of high-quality academic publications from various disciplines that utilizes crowd sourcing for the peer-review process.” They are hoping to improve the peer review process by inviting a “crowd” to sign up as volunteer reviewers, who will review manuscripts as they have time and interest to do so. Those that pass this process (they have “a higher acceptance to rejection ratio”) will be published in an open-source journal within a discipline, posted on site for free. There are multiple disciplines involved, not just philosophy.

But they need volunteer reviewers to make this work. See the Sympoze website for more and consider volunteering for this innovative and promising project!

Update November 2012: Sympoze is still around, gathering volunteers, so please consider volunteering. You can see what they’re working on here. They’ve also started a new project, in which philosophers who are planning to travel to a certain city put up a listing saying they’re willing to give talks there. People looking for philosophers to give a talk can search to see who is available. See more here.

Commercial Free Philosophy (Open Access)

Just came across this site run by Rick Grush at UCSD:  Commercial Free Philosophy, which argues for the promotion of open access research and publication in philosophy (and, of course, other academic disciplines).  This really caught my interest and I couldn’t agree more with the following, from the Commercial Free Philosophy website:  “Briefly, the business model on which commercial publishing is based is not only grotesquely outdated, but it is contributing directly to some serious social evils. And so it now strikes me that continuing to support commercial publishing, is, frankly, unethical.There was a time when the dissemination of scholarly work required the help of publishers, and so it made sense for academics to transfer various rights to these businesses, and to pay for their services. Now, though, the ability to disseminate research is ubiquitous and free. Ironically, most publishers now work hard to RESTRICT access to the work of philosophers, to those who can pay for it. This may not seem like a problem to professional philosophers at wealthy universities. But it is a problem for students, and for anyone not fortunate enough to be in the financially elite class.”

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