- Title Pages
- Dedication
- Acknowledgments
- Introduction
-
1 Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course -
2 Can MOOCs and SPOCs Help Scale Residential Education While Maintaining High Quality? -
3 Measuring the Impact of a MOOC Experience -
4 Connecting Learning: What I Learned from Teaching a Meta-MOOC -
5 Toward Peerogy -
6 The Learning Cliff: Peer Learning in a Time of Rapid Change -
7 Reimagining Learning in CLMOOC -
8 Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs -
9 Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy -
10 Haven’t You Ever Heard of Tumblr? FemTechNet’s Distributed Open Collaborative Course (DOCC), Pedagogical Publics, and Classroom Incivility -
11 Open Education as Resistance: MOOCs and Critical Digital Pedagogy -
12 Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem -
13 Digital Universalism and MOOC Affects -
14 The Prospects and Regrets of an EdTech Gold Rush -
15 Always Alone and Together: Three of My MOOC Student Discussion and Participation Experiences -
16 The Open Letter to Michael Sandel and Some Thoughts about Outsourced Online Teaching -
17 The Secret Lives of MOOCs -
18 MOOCs, Second Life, and the White Man’s Burden -
19 Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education - Contributors
- Index
Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy
Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy
- Chapter:
- (p.135) 9 Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy
- Source:
- MOOCs and Their Afterlives
- Author(s):
Radhika Gajjala
Erika M. Behrmann
Anca Birzescu
Andrew Corbett
Kayleigh Frances Bondor
- Publisher:
- University of Chicago Press
In the context of what Elizabeth Losh refers to as the “MOOC moment” and after, the co-authored discussion in this chapter pushes towards a rethinking of the disembodied learning and teaching practices that seem to have been perpetuated through the standardization of online teaching. Thus we engage themes around the use of digital technologies and social media tools for teaching and learning in the feminist classroom to show how the approach rather than just the technology use actually develops critical thinking skills and open-mindedness.
Keywords: feminist pedagogy, collaboration, whiteness, cyberfeminism, MOOC
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- Title Pages
- Dedication
- Acknowledgments
- Introduction
-
1 Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course -
2 Can MOOCs and SPOCs Help Scale Residential Education While Maintaining High Quality? -
3 Measuring the Impact of a MOOC Experience -
4 Connecting Learning: What I Learned from Teaching a Meta-MOOC -
5 Toward Peerogy -
6 The Learning Cliff: Peer Learning in a Time of Rapid Change -
7 Reimagining Learning in CLMOOC -
8 Feminist Pedagogy in the Digital Age: Experimenting between MOOCs and DOCCs -
9 Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy -
10 Haven’t You Ever Heard of Tumblr? FemTechNet’s Distributed Open Collaborative Course (DOCC), Pedagogical Publics, and Classroom Incivility -
11 Open Education as Resistance: MOOCs and Critical Digital Pedagogy -
12 Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem -
13 Digital Universalism and MOOC Affects -
14 The Prospects and Regrets of an EdTech Gold Rush -
15 Always Alone and Together: Three of My MOOC Student Discussion and Participation Experiences -
16 The Open Letter to Michael Sandel and Some Thoughts about Outsourced Online Teaching -
17 The Secret Lives of MOOCs -
18 MOOCs, Second Life, and the White Man’s Burden -
19 Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education - Contributors
- Index
