But I believe learning – whether in online social networks or straight from the canon, bound in leather – involves being able to read and make sense of the codes and signals being given off by those you interact with, particularly those you expect to learn from. These are what I refer to when I talk about “legitimacy structures” within academia and networks in the final slide of the presentation above.
They are, in a sense, literacies. They’re what I’m stumbling towards when I talk about the networked or digital literacies that MOOCs – if they connect people – help develop.
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New Platform Lets Professors Set Prices for Their Online Courses - Technology - The Chr... - 0 views
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The rogue academic.
If We Profs Don't Reform Higher Ed, We'll Be Re-Formed (and we won't like it) | HASTAC - 0 views
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Some food for thought in here.
Should professors be replaced by a computer screen? - Changing Higher Education - 0 views
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"My concern is that in most cases the online initiatives are not being done in a way that incorporates the online education into the educational mission of the institution - it is a financial, not educational advance."
Essay says faculty involved in MOOCs may be making rope for professional hangings | Ins... - 0 views
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Some warnings about what institutions might be losing with the rush to MOOCs
Learning in the Open: Networked Student Identities | theory.cribchronicles.com - 0 views
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that the filters and structure aren’t the whole challenge: how to translate and signal what I’m learning to two different audiences is also a process I’m going to have to address overtly. Because there are power structures that support and prop up societal views of knowledge that make networked knowledge and practices appear invisible or illegitimate.
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The lack of face-to-face is not a void, only a lack of literacy
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I could not have said it better!
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