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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

Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem

Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem

Chapter:
(p.198) 12 Opening Education, Linking to Communities: The #InQ13 Collective’s Participatory Open Online Course (POOC) in East Harlem
Source:
MOOCs and Their Afterlives
Author(s):

Jessie Daniels

Polly Thistlethwaite

Shawn(ta) Smith-Cruz

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0013

Drawing on experiences with the JustPublics@365 participatory open online course, or POOC, this chapter discusses the politics and possibilities of open access pedagogy and the broader engagement with communities that academics might achieve. We situated the POOC in New York City’s East Harlem neighborhood and used the course to form an academic-community partnership. Rather than replicate the broadcast model employed by many MOOCs, in which an instructor delivers education to a broad audience of otherwise disconnected students, the POOC sought to engage participants through open site-based and online experiences, including lectures and class readings posted openly for any member of the public to reach.

Keywords:   open access, activism, community academic partnerships, participatory action research, open educational resources

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