MOOCs and Digital Pedagogy

I would like to discuss the viability of MOOCs as a pedagogical mode within the humanities. 1. How do MOOCs disrupt the traditional curriculums, economies, and power dynamics of higher ed.? 2. How do we measure success within a MOOC? 3. What are the various pedagogies of MOOCs (play, experimentation, active learning)? Can these pedagogies be equally successful in different disciplines (humanities, sciences, etc.)? 4. How do we build community within and between MOOCs? And how do we make connections between online and in-person, formal and informal, learning communities?

Even if we don’t agree that the MOOC can be a viable educational form, can we outline useful pedagogical practices that MOOCs inspire. Sean Michael Morris and I define MOOCification as “a pedagogical approach inspired by MOOCs that is unleashed in an otherwise closed or small-format course.”

Jesse Stommel (@Jessifer) is currently the Director of the Marylhurst University English and Digital Humanities program. He is also the Director of Hybrid Pedagogy, a digital journal of teaching and technology. He graduated from University of Colorado at Boulder with a Ph.D. in English and recently finished a fellowship in digital pedagogy at Georgia Tech. He teaches courses about fun stuff like zombies, horror film, American literature, digital literacy, electronic literature, and social media.

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