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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 28 September 2021

Connecting Learning: What I Learned from Teaching a Meta-MOOC

Connecting Learning: What I Learned from Teaching a Meta-MOOC

(p.67) 4 Connecting Learning: What I Learned from Teaching a Meta-MOOC
MOOCs and Their Afterlives

Cathy N. Davidson

University of Chicago Press

In this chapter, Cathy N. Davidson explains how she and her students from Duke University, the University of North Carolina, and North Carolina State University together worked to turn a conventional Coursera MOOC into an 18,000-member global seminar. The course on the history and future of higher education, mostly focusing on the United States, included office hours held by the graduate students as well as real-time “hackathons,” amplified by a #futuresEd Twitter stream. Partnerships with some seventy onsite courses, workshops, conferences, and organizations also allowed local participants to transform and remix the MOOC content while Davidson’s own onsite students wrote weekly columns for the Chronicle of Higher Education reporting on their own research into the cost, nature, and efficacy of this distributed system. The bottom line is that none of these rich educational experiences were part of for-profit Coursera’s literal bottom line nor did they offset any costs at Duke University, the partnering university sponsoring this course.

Keywords:   MOOC, infrastructure, participation, engaged learning, pedagogy, international

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