Let me start with what I think Ann Larson and I both agree about, at least as she discusses it in her post “Rhetoric and Composition’s Dead.” I think collective bargaining/unionization for academics is a good thing: faculty, lecturers, part-timers, and grad students ought to all organize, along with other units on campus. I’ve been in an academic union my entire life on the tenure-track, and while the union is far from perfect, I’d rather have and be in a union than not have and be in a union. I think that’s especially true at places like EMU.
But I disagree with pretty much everything else she says in this post, including her characterization of what I wrote here a while back. More after the break.
Continue reading “Not Dead Yet”
I am happy to report that the book of essays that Charlie Lowe and I have been editing is that much closer to being out. It’s called Invasion of the MOOCs: The Promises and Perils of Massive Open Online Courses, it’s being published by Parlor Press, and it ought to be available at the CCCCs.
This collection was imagined/conceived less than a year ago, at the CCCCs in Las Vegas, and I like to think it takes a slightly different take on MOOCs, at least different from what I’ve seen in the educational press, MSM, and the blogosphere. These are not essays from administrators, entrepreneurs, and/or pundits who have little to no experience teaching (online or elsewhere) and who haven’t been a student in any sense since their days as an undergraduate. Rather, the contributors here have all been involved in MOOCs as critical observers, students, and MOOC professors. This is not a collection of essays written squarely around the theme of “MOOCs will be the end of us all” or “MOOCs will be the grand savior of higher education. Rather, these essays examine, reflect, and (even though I kind of want to avoid this word) problematize the simple polemic of MOOCs.
It’s a fairly “comp/rhet”-centric collection since that’s the field/discipline that Charlie and I know, though we also have been able to draw some contributors from a few other fields as well. We were also lucky enough to have contributions from faculty who developed, taught, and otherwise oversaw some MOOCs in the last year or so: The E-Learning and Digital Cultures course from the University of Edinburgh, English Composition I: Achieving Expertise from Duke University, Writing II: Rhetorical Composing from Ohio State University, First-Year Composition 2.0 from Georgia Tech, and Michigan State University’s Writing MOOC.
I’ve included the Table of Contents after the break:
Continue reading “Coming soon/by the CCCCs: Invasion of the MOOCs: The Promises and Perils of Massive Open Online Courses”