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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, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 27 May 2022

The Prospects and Regrets of an EdTech Gold Rush

The Prospects and Regrets of an EdTech Gold Rush

(p.227) 14 The Prospects and Regrets of an EdTech Gold Rush
MOOCs and Their Afterlives

Alex Reid

University of Chicago Press

Expectations about the role that MOOCs might play in higher education remain intertwined with conventional understandings of how learning happens and might be measured. Another approach to online pedagogy might begin with the premise that changing the technologies with which faculty and students work will alter their capacities for teaching and learning. This approach might be termed “posthuman” for the way it shifts the focus from individual humans to their media environments. Taking up the classical, rhetorical concepts of kairos and metanoia (opportunity and regret), this chapter investigates MOOCs not as a mechanism for solving existing educational challenges but rather as creating an environment in which pedagogy must be reinvented. The chapter looks specifically at two MOOCs designed to teach first-year composition and then turns to practices in video games to develop a practice of prospecting, of searching for and constructing new learning practices.

Keywords:   MOOC, Bruno Latour, first-year composition, kairos, metanoia, posthuman, rhetoric, video games

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