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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: 24 September 2021

Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs

Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs

Chapter:
(p.123) 8 Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs
Source:
MOOCs and Their Afterlives
Author(s):

Adeline Koh

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0009

The author describes connected learning experiences that she facilitated in the context of face-to-face teaching -- interacting both with FemTechNet (a DOCC or Distributed Open Collaborative Course) and the Coursera MOOC designed by Cathy Davidson about the history and future of higher education, which used contract grading and enabled students to create a course manifesto. Although the author is committed to feminist pedagogy, she found students best engaged with common learning activities they could clearly relate to, such as a safe place to play Twitter vs Zombies with other FemTechNet students. Other shared learning activities were less compelling, despite using familiar platforms like Facebook groups, because her students were more sensitive to the complexities of intersectional feminism than their remote and disembodied peers.

Keywords:   feminist pedagogy, gaming, Coursera, contract grading, course manifesto

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