History and Future of (Mostly) Higher Education
MOOC (Massive Open Online Course)
Free, open, and with no prerequisites, a MOOC on “The History and Future of (Mostly) Higher Education” begins on January 27, 2014. Sponsored by Duke University through the Coursera platform, this open non-credit course will extend our reach to an anticipated audience of tens of thousands of participants worldwide.
In this course we will learn about the features of higher education that were designed specifically to prepare workers and leaders for the Industrial Age, and we’ll strategize ways that, together, we can change learning–inside of school and out–for the world we live in now–and even to help improve our world. #FutureEd
About the Course
Welcome! This course is designed for anyone concerned with the best ways of learning and thriving in the world we live in now. It’s for students, teachers, professors, researchers, administrators, policy makers, business leaders, job counselors and recruiters, parents, and lifelong learners around the globe. The full, whimsical name of the class is: “The History and Future of (Mostly) Higher Education: Or, How We Can Unlearn Our Old Patterns and Relearn for a Happier, More Productive, Ethical, and Socially-Engaged Future.” That subtitle is inspired by Nobel Prize-winning economist Amartya Sen who has said that “all education is vocational” in the sense that it is our job, as educators, to help train people for the vocation of leading better lives.
Are we fulfilling that educational objective, from kindergarten to professional school? Or are we training students with the methods, philosophy, and metrics designed for the Fordist era of the Model T? Since 1993, when scientists made the Internet widely available, our lives, our work, our occupations, our culture, and our entertainments have changed tremendously. Far too little has changed inside our educational institutions, in the US and internationally, to prepare us for the demands, problems, restrictions, obstacles, responsibilities, and possibilities of living in the world we inhabit outside of school. This course addresses one key question: How can we all, together, work to redesign higher education for our future… not for someone else’s past?
Bonus: Students enrolled in this Coursera course will also be invited to many onsite and online events, workshops, and conferences offered by more than fifty learning institutions around the world, as part of an initiative on Shaping the Future of Higher Education.
- Understand how and why we inherited the Industrial Age educational systems.
- Think deeply about the requirements of the world we live in now.
- Discover new ideas, methods, competencies, and subject matter.
- Share our pathways to successful innovation with others around the world. Together, we can change schools, classrooms, institutions, learning–and maybe ourselves!
WEEK ONE – January 27, 2014
Guiding Principles and Driving Concepts – Let’s Get Started
This week we will think about the uses of history: learning how and why educational institutions were constructed in the past helps us think about what we need now, in order to begin to shape a different future of education in order to help shape a more just future for all.
WEEK TWO – February 3, 2014
The iPod Experiment: Or, Learning vs. Education
Duke University’s iPod experiment became international news. Why? What happens when students are in charge? What happens when education begins at a place where no one (not even the instructor) knows the answer in advance? What if the actual learning cannot be tested or assessed by the usual methods of higher education? What if learning is also about trying to improve the status quo? This week we will look at diverse histories and theories of education and learning.
WEEK THREE – February 10, 2014
Teaching Like It’s 1992
The World changed on April 22, 1993, when the scientists at the National Center for Supercomputing Applications released the Internet and the World Wide Web to the general public. From then on, anyone with access to an Internet connection could communicate to anyone else with an Internet connection. No editor or publisher provides a safety net now and, at the same time, our data can be hacked, our privacy invaded. The digital world we live in now comes with tremendous responsibilities and opportunity–and yet it comes with real inequalities, perils, and obstacles too. Does our educational system prepare us for these challenges?
WEEK FOUR – February 17, 2014
Welcome to the Future: 10 Ways to Change the Paradigm of Higher Education
We will now be looking at different principles, methods and metrics for redesigning an innovative form of learning that helps us all navigate the complexities of the world we inhabit outside of school. This week we focus specifically on innovations to the curriculum.
WEEK FIVE – February 24, 2014
Innovations in Pedagogy (Methods) and Assessment
This week we will focus on innovations in pedagogy (the methods for learning) and assessment. How you teach is what you teach. And, we need to think deeply about what we value and make sure what we value is what we count.
WEEK SIX – March 3, 2014
How to Make Institutional Change
Even if we make changes in our personal learning and teaching methods, we still have to work mostly within institutions of learning. Institutional change can be difficult; it takes patience, strategy, and allies. This week offers (and also invites) ideas about what we can do together. It makes a powerful argument that we all need to advocate (in any country) for higher education and shows how, in the U.S., the decline in support for public education has contributed to income inequality and hurt all our future. This week includes interviews with inspiring people who have worked together to make successful change happen in society ad in education, against odds.
Conclusion: Thank you for joining this movement on behalf of educational innovation and reform! This is not the end. It’s the beginning. Where will we do from here? Let’s get started!
The only background required is passionate interest in the future of learning and higher education. All are welcome!
There will be specific “readings”–articles, blog posts, websites, videos, and other resources–suggested for each lecture. The main “texts” for this course will be:
- Davidson, Cathy N. Now You See It: How Technology and the Brain Science of Attention Will Change the Way We Live, Work and Learn. 2011. (This will be made available free online for the first 50,000 students registered for this course and is also available to purchase on Amazon, Barnes & Nobles, and IndieBound).
- The 21st Century Collective, Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning.
- Davidson, Cathy N. and David Theo Goldberg. Future of Thinking: Learning Institutions in a Digital Age. MIT Press. Available for free download as a pdf.
Each week will consist of one hour of video lectures, discussions and interviews, divided into 10-20 minute segments. Readings for each topic will be recommended, but not required.
Statement of Accomplishment requirements
In order to earn a Statement of Accomplishment signed by Cathy Davidson, you will be requried to take weekly multiple choice quizzes (the classic “summative” form of testing that is designed to “sum up” what you have learned). We’ll strive to make these quizzes into useful “reviews” of the week’s content. We will also talk a lot about the shortcomings of standardized testing and strategize more effective ways of learning and of measuring achievement (such as digital badging). If you wish to earn a Statement of Accomplishment with Distinction you will need to finish three peer assessments in addition to the quizzes.
Optional Participatory Assignments
This course is not just about content but also about designing new ways of learning. Assignments will encourage international contribution to a historical timeline of global educational innovation–a rich new resource that researchers might be able to build upon. There will also be an array of practical exercises, examples, methods, and ideas that can be used in any classroom, for home schooling, or in any informal learning or study situation. You will be encouraged to try new methods and to discuss the results in forums, wikis, and on social media.
Bonus: Students will also learn about dozens of concurrent online and face-to-face events on the topic of education innovation being run at universities, colleges, and community colleges around the world. Find out more!
More about ‘History and Future of (Mostly) Higher Education’
Concerned about the challenges facing higher education? Join us and be part of the solution.
HASTAC: Changing the Way We Teach and Learn
The HASTAC #FutureEd Initiative is led by those with the most at stake in transforming higher education: students and faculty. Open, worldwide, HASTAC-led and user-inspired, “The History and Future of Higher Education” assesses the educational legacies we’ve inherited in order to design new ways of learning for present needs and future aspirations.
Below you will find many helpful resources that invite your contribution. You will also find a growing list of people and institutions fueling this movement with experimental courses, workshops, seminars, research projects, and reading groups in different onsite and online locations, all open to the public.
Everyone is welcome–students, full-time and adjunct faculty, independent scholars, and administrators from public and private research universities, liberal arts colleges, community colleges, K-12, vocational and for-profit schools, MOOCs, discussion groups, after-school programs, and lifelong learning institutions.
We welcome policy makers, legislators, foundation and philanthropic leaders, librarians, curators, alt-ac professionals, journalists, business and political leaders, and the concerned public at large. The more varied the participation, the more we will learn.
We are excited to hear about teachers (including some high school teachers) who are designing class or extra credit assignments to encourage their students to be involved in their own future and we’ve heard from several leadership teams of administrators, advisers, program officers, scholarship directors, and others who are meeting in groups and using the #FutureEd events to inspire institutional change.
Let us know how you want to be part of #FutureEd and let us know how we can help you make it happen.
Click on the “Add a Course” button and fill out a brief form to contribute a course or an event or to add your name to our listserv and receive our newsletter.
We invite you to contribute your ideas and success stories to the wikis hosted on HASTAC’s #FutureEd portal:
- Resources: an international list of books, articles, journals, websites, and more to help provoke and inspiring thinking about the future of higher education
- Pedagogical Innovations: instances of new courses, classroom methods, and other teaching pedagogical innovations that are transforming higher education and learning more generally
- Institutional Change: ideas and road maps for how to lead innovation and scale change across your institution
Liberal Arts Network for Development (LAND), Michigan Community Colleges: February 12-14, 2014, Michigan. “Breaking Boundaries.”
Digital Media and Learning Conference: March 6-8, 2014, Boston. “Connecting Practices.”
HASTAC 2014 Conference: April 24-27, 2014, Ministerio de Cultura, Lima, Peru. “Hemispheric Pathways: Critical Makers in International Networks.”
All press requests should go to HASTAC’s Program Manager, firstname.lastname@example.org.
For the Chronicle of Higher Education’s weekly updates (January to April 2014), written by graduate student leaders at Duke University, see “#FutureEd: Thoughts from a MOOC on Higher Education.”
Inside Higher Ed is also following us. See, “50,000 Strong to Change Higher Ed” (Nov 4, 2013; follow-up Feb 2014). For an overview with infographic, see “It’s Not a MOOC, It’s a Movement,” in Higher Ed Beta by Steven Mintz and Michael Patrick Rutter.
Online Discussion Group:
Anyone registered to hastac.org (it’s free and open) can join the HASTAC #FutureEd Discussion Group, where you can post your syllabus, a discussion topic, or any other ideas/information.
Partnering Courses, Events, and Resources with an Open Public Component:
- Tom Abeles, editor, On the Horizon journal, Rwanda
- Bryan Alexander, senior fellow for the National Institute for Technology in Liberal Education (NITLE) and author of Future Trends in Technology and Education
- Rindy Anderson and Stephen Nowicki, Duke University, “How Organisms Communicate”
- Anne Balsamo, Media Studies, New School, NY, “DOCC 2013: Redesigning MOOCs for (truly) Transformative Learning” (Syllabus)
- Randy Bass and Ann Pendleton-Jullian, Georgetown University, “The Future of Georgetown University as a Design Problem”
- Steven L. Berg, Departments of English and History and Ocelot Scholars program, Schoolcraft College
- Steve Brier and Matt Gold, CUNY Graduate Center, “Digital Praxis Seminar”
- Simone Browne, African and African American Studies, University of Texas at Austin, “Race, Culture, Migration and the Digital”
- Lisa Cartwright and Elizabeth Losh, University of California, San Diego, “Feminist Infrastructures and Technocultures”
- Kandice Chuh, English, CUNY Graduate Center, “Introduction to Doctoral Studies in English”
- Dr Thomas Cochrane (AUT University, New Zealand), Prof. Dr Ilona Buchem (Beuth University, Berlin), Dr Mar Camacho (University of Tarragona, Catalunia), Catherine Cronin (National University of Ireland, Galway), Averill Gordon (AUT University, New Zealand), Helen Keegan (Salford University, UK), Dr Sarah Howard (University of Wollongong, Australia),Bernie Goldbach (Limerick Institute of Technology, Ireland), #iCollab community of practice.
- Coimbra Group (GC), Association of 40 European Universities, “eLearning and eTechnology Taskforce,” Video Seminar Series, Beginning January 2014
- Columbia University, numerous courses in equity, international policy, American Studies, on the purpose and future of higher education
- Arindam Datta, with Nader Tehrani, Liam O’Brien, Joel Lamere, Lorena Bello, Cristina Parreno Alonso, Irene Hwang, and others, Department of Architecture, Massachusetts Institute of Technology (MIT), “Biocapitalism in the Knowledge Economy”
- Davidson College President’s Office
- Cathy Davidson, Program in Information Science + Information Studies and PhD Lab in Digital Knowledge, Duke University, “The History and Future of Higher Education” (Syllabus–comments and additions welcome!)
- Chicago Humanities Summit, Chicago Humanities Festival in partnership with the Modern Language Association, the American Academy of Arts & Sciences, and the Gratz Center at Fourth Presbyterian Church, January 9, 9-noon, Chicago, Il
- Petra Dierkes-Thrun, Comparative Literature and the Program in Feminist, Gender and Sexuality Studies, Stanford University, “Reimagining the History and Future of Queer Studies in Higher Education: By Students, For Students” (draft course description)
- FemTechNet Collective, “Distributed Open Online Collaboration (DOCC)”
- Ashley Ferro-Murray, “MOOCing? A Contemporary Dance.” Theater, Dance, and Performance Studies, University of California Berkeley.
- Caitlin Fisher, Film, York University, Toronto “Future Cinema“
- Inderpal Grewal and Laura Wexler, Women’s, Gender & Sexuality Studies and American Studies, Yale University, “Graduate Interdisciplinary Seminar in Digital Humanities”
- Nadav Hochman, doctoral candidate, History of Art and Architecture, University of Pittsburgh. Visiting Scholar, Software Studies Initiative, The Graduate Center, CUNY. “Visualizing Cultural Patterns in Social Media Photography.” April 10, Duke University.
- Katie King, Women’s Studies and American Studies, University of Maryland, “Experiments in Feminist Learning”
- Julie Thompson Klein, English, Wayne State University, “Digital Humanities” and “Community and Identity in Digital Media”
- Adeline Koh, Center for Digital Humanities, Stockton College, “Introduction to Digital Humanities” (Syllabus)
- Iain MacLaren, MA in Academic Practice and Course on Curricular Design, Centre for Excellence in Learning & Teaching
- National University of Ireland, Galway, Galway, Ireland
- Richard Marciano, Information Science and Director, Sustaining Archives and Leveraging Technologies (SALT), University of North Carolina, “Data, Public Scholarship, Community Participation, and New Models for Learning in Higher Education” [workshop]
- Robert McCaughey, Columbia University, “Alma Mater: The History of American Colleges and Universities”
- Katherine McKittrick, Department of Geography, Queen’s University, Canada, “Black Creative Science Cluster and Workshop”
- Tara McPherson, School of Cinematic Arts, University of Southern California, “Digital Media and Learning” (community-based praxis course), plus workshops on digital publishing at humanities centers around the U.S.
- Bill Meador, TEDxABQED and Central New Mexico Community College
- Ministerio Cultura of Lima, Peru, “Hemispheric Pathways: Critical Makers in International Networks” HASTAC 2014 Conference, April 24-27, 2014.
- Sean Michael Morris, Managing Editor, Hybrid Pedagogy
- James L. Morrison, UNC-Chapel Hill, “An Interview with a Futurist: The University is Dead! Long Live the University!“
- Chris Newfield, English, University of California Santa Barbara, “English Majoring After College (Histories and Futures of Higher Education)“
- David Palumbo-Liu, Comparative Literature, Stanford, “Histories and Futures of Humanistic Education: Culture and Crisis, Books and MOOCs”
- PhD Lab in Digital Knowledge, Duke University, Online Learning Research Module
- Todd Presner, UCLA, Digital Humanities 201: “Introduction to Digital Humanities: Methods of Knowledge Design”
- Noel Radomski, Director and Associate Researcher, Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE)
- Howard Rheingold, Stanford University, “Social Media Literacies”
- Jentery Sayers, English, University of Victoria, Canada, “Digital Literary Studies: Histories and Principles”
- Society for the Humanities, Cornell University, “Occupation: From Space and Time to Practice and Politics” [focal research theme]
- Elin O’Hara Slavick, Art Department, UNC-Chapel Hill. “Visualizing Science.”
- Doris Sommer, Romance Studies and African and African American Studies, “Pre-Texts: the Arts Interpret” [workshop]
- Jesse Stommel, Department of Liberal Studies and the Arts, University of Wisconsin/Madison, and Hybrid Pedagogy
- Kristen Treglia, Fordham University. History and Future of Education face-to-face discussion groups.
- Laura Wexler, Women’s, Gender & Sexuality Studies, and American Studies, Yale University, “DOCC 2013: Gender & Sexuality in Media & Popular Culture”
- Alan White, Undergraduate STEM Education, University of South Carolina
- Paul Yachnin and Leigh Yetter, McGill University, The Future of Graduate Education and Training in the Humanities
- Mia Zamora and Erica Holan, Writing Project, Kean University, “Exploring Connected Learning”
Facebook Group: “Why Online?” HASTAC Steering Committee member David Palumbo-Liu has created the Facebook Discussion Group, Why Online?, which includes a roundup of articles, blogs, posts, commentary, debate, discussion, and other provocations.
MOOC HQ: HASTAC is curating a collection of articles representing the pros and cons of MOOCs.
Field Notes to 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning This student-written guide to open learning principles and methods is published on hastac.org and is also available for multimedia annotation on Rap Genius; for remixing, forking of the source code on Github, and is available as an Amazon paperback.
|Event posted by Hilary Culbertson.|
|Documents and links posted by Sheryl Grant.|
|Documents and links posted by Steven Berg.|
|Blog entry posted by Elliott Hauser.|
|Documents and links posted by David Palumbo-Liu.|
|Group posted by Kaysi Holman.|
|Blog entry posted by Adrianne Wadewitz.|
|Blog entry posted by Petra Dierkes-Thrun.|
||Documents and links posted by Anonymous.|
|Blog entry posted by HASTAC Admin.|
|Blog entry posted by Fiona Barnett.|