Analyzing to avoid.

Posted on February 1, 2014February 1, 2014 by admin

From the American Philosophical Association’s Committee on the Status of Women report on CU-Boulder philosophy department, this paragraph on page 7 really jumped out at me:

The Department uses pseudo-philosophical analyses to avoid directly addressing the situation. Their faculty discussions revolve around the letter rather than the spirit of proposed regulations and standards. They spend too much time articulating (or trying to articulate) the line between acceptable and unacceptable behavior instead of instilling higher expectations for professional behavior. They spend significant time time debating footnotes and “what if” scenarios instead of discussing what they want their department to look and feel like. In other words, they spend time figuring out how to get around regulations rather than focusing on how to make the department supportive of women and family-friendly.

(Bold emphasis in original.)

What the report is pointing to here is the chronic rules-lawyering, the looking for an exception to defeat any attempts at formulating useful descriptions, the valorization of the critical project to the exclusion of even a glance towards the positive project — in short, the kind of stuff that makes people hate being around a certain kind of philosopher (or “skeptic,” or debate team champion).

The complicated hypotheticals and counterfactuals and Devil’s advocacy get in the way of acknowledging actual things happening to actual people and working out something like a strategy (even if it’s an imperfect one) to change things so people don’t have to experience that sort of bad thing so much going forward.

Also, maybe not coincidentally, such pseudo-philosophical analyses keep the people engaging in them in their comfort zone (framing arguments, looking for counterexamples) rather than making them do the uncomfortable work of changing how they treat each other.

We can do better than that.

SPSP 2013 Plenary session #4: Sergio Sismondo

Posted on July 2, 2013July 2, 2013 by admin

Storify by
Janet D. Stemwedel

Tue, Jul 02 2013 13:21:00

SPSP 2013 Plenary session #4: Sergio Sismondo

Tweeted from the 4th biennial conference of the Society for Philosophy of Science in Practice in Toronto, Ontario, Canada, on June 29, 2013.

Janet D. Stemwedel @docfreeride

Last plenary of conference: Sergio Sismondo, “Toward a political economy of epistemic things,” starts in ~10 min #SPSP2013 #SPSP2013Toronto

Sat, Jun 29 2013 05:51:50

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Janet D. Stemwedel @docfreeride

Knowledge as a quasi-substance (takes work, resources to make; requires infrastructure; moves w/ difficulty) #SPSP2013 #SPSP2013Toronto

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SPSP 2013 Contributed Papers: Communities & Institutions: Objectivity, Equality, & Trust

Posted on July 2, 2013July 2, 2013 by admin

Storify by
Janet D. Stemwedel

Tue, Jul 02 2013 12:18:25

SPSP 2013 Contributed Papers: Communities & Institutions: Objectivity, Equality, & Trust

Tweeted from the 4th biennial conference of the Society for Philosophy of Science in Practice in Toronto, Ontario, Canada, on June 28, 2013, during Concurrent Sessions VI

This was a session, by the way, in which it was necessary to confront my limitations as a conference live-tweeter. The session was in a room where the only available electrical outlets were at the front (where the speakers were), and my battery was rapidly running out of juice. And my right shoulder was seizing up. And I ended up in Twitter Jail (for “too many tweets today!” per Twitter’s proprietary algorithm), which meant that the last chunk of tweets I composed for the second talk got pasted into a text file and tweeted hours later, while my notes for the third talk in the session went into my quad-ruled notebook.

With multiple live-tweeters in a given session, this trifecta of fail (in my tweeting — the session papers were a trifecta of good stuff!) would have been less traumatic for me. But philosophers are not quite as keen to live-tweet as, say, ScienceOnline attendees … yet.

There was, however, a bit of backup! Christine James was driving SPSP’s shiny new Twitter account, SocPhilSciPract, and she happened choose the same session of contributed papers to attend and to tweet. She also tweeted some pictures.
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A shift in the MOOCmentum (part 5): Tressie McMillan Cottom on what MOOCs learned from for-profit colleges, and on challenging the framing of higher education as a market.

Posted on May 18, 2013May 18, 2013 by admin

In my last post, I insisted that you read what Aaron Bady has to say about “The MOOC Moment and the End of Reform”. Now, I’m going to insist that you engage with Tressie McMillan Cottom’s compelling look at dueling narratives around higher education. One of them is the narrative of market forces, of individuals as rational actors (and communities as mere collections of same), and of every single challenge having a market-based solutions — and some market-based solutions being so attractive that folks seem to need to create problems on which to unleash these solutions. The other is a less economic, more sociological narrative — one in which we get to see the salient details of the experiences of the students largely served by for-profit colleges, students who are offered (at least in the abstract) as the perfect clientele for MOOCs.

You will maybe not be surprised that for-profit colleges, and the current market-logic of higher education, does not always serve these students so well. However, if you teach at a place like San Jose State, you may be surprised by how much these students have in common with some of your own students.

Anyway, I’ve been recommending a lot for you to read, about MOOCs, which may seem contrary, given that some MOOCs seem content to assign “viewing” rather than reading. You’re in luck! You can watch a video of Tressie McMillan Cottom presenting her arguments at UC-Irivine. (Her talk is from about 0:36:50 to 1:08:00.)

Here’s just a taste:

When the story of profit in higher education tells us it will disrupt, it will innovate, it will cage-bust, it will unbundle, it is using the language of markets. It is telling a story of education as a tool of markets. We become a serf that exists at the largesse of market morality and financialization. When we use that language to resist our own commodification, even when we have the best of intentions but we use and adopt that language, we are limited in the possible outcomes of our resistance. If the language gets to define the problem, then it gets to define the solution. …

So how did higher education become a market is a thing I’m very interested in. That’s a story that’s integral to the narrative being sold about this “calcified” higher education system, particularly public higher education, that has been so in need of disrupting and innovation. I put this before you because in California recent legislation,… Senate Bill 520, would have you take for granted that “something” needs to be done about public higher ed. Something. That’s always the starting point. Nobody ever interrogates whether or not that’s actually the case.

If you want to keep the written word, and your ability to read it, alive (on principle, probably because you’re old, like me), I’ve tried to capture an approximate transcript here.

A shift in the MOOCmentum (part 4): Aaron Bady’s “The MOOC Moment and the End of Reform”

Posted on May 17, 2013May 17, 2013 by admin

Aaron Bady’s essay at The New Inquiry, The MOOC Moment and the End of Reform, is so thoughtful and devastatingly on-target that it gets its own post in the series rounding up links that respond to issues raised in the SJSU Philosophy Department’s open letter to Michael Sandel (PDF of that letter here). If you do not read the whole thing, ruminate on it, and read it at least once more, you are living a lie.

Here, I share some tantalizing tidbits that you will appreciate even more in the context of Bady’s nuanced discussion.

On what can happen when the pace of what is viewed as inevitable change gets really, really fast — and on how messed up our perceptions of the pace of change have become here:

… the first story makes us imagine a groundswell of market forces and unmet need, a world of students begging to be taught by a Stanford professor and Google, and the technological marvels that suddenly make it possible. But it’s not education that’s driving this shifting conversation; as the MOOC became something very different in migrating to Silicon Valley, it’s in stories told by the New York Times, the WSJ, and TIME magazine that the MOOC comes to seem like an immanent revolution, whose pace is set by necessity and inevitability.

For example. When the president of UVA was abruptly fired last June, it would be an exaggeration to say that a David Brooks column and a few articles in the WSJ were the cause of it, but it would not be that much of an exaggeration. As we can now roughly reconstruct—from emails which were FOIA-ed by the UVa student paper—UVa’s rector and vice rector essentially engineered Teresa Sullivan’s resignation because they decided she was moving too slowly on online education. And what you get from reading these emails is an overwhelming sense of speed, which they are repeating, verbatim, from the articles they are emailing and forwarding to each other. …

Where this urgency comes from, however, might be less important than what it does to our sense of temporality, how experience and talk about the way we we are, right now, in “the MOOC moment.” In the MOOC moment, it seems to me, it’s already too late, always already too late. The world not only will change, but it has changed. In this sense, it’s isn’t simply that “MOOCs are the future,” or online education is changing how we teach,” in the present tense. Those kinds of platitudes are chokingly omnipresent, but the interesting thing is the fact that the future is already now, that it has already changed how we teach. If you don’t get on the MOOC bandwagon, yesterday, you’ll have already been left behind. The world has already changed. To stop and question that fact is to be already belated, behind the times.

The first thing I want to do, then, is slow us down a bit, and go through the last year with a bit more care than we’re usually able to do, to do a “close reading” of the year of the MOOC, as it were. Not only because I have the time, but because, to be blunt, MOOC’s only make sense if you don’t think about it too much, if you’re in too much of a hurry to go deeply into the subject.

On whether MOOCs are a revolutionary new thing or something so familiar we should keep calm and just let it happen:

Things are moving so fast because if we stopped to think about what we are doing, we’d notice that MOOCs are both not the same thing as normal education, and are being positioned to replace “normal” education. But the pro-MOOC argument is always that it’s cheaper and almost never that it’s better; the most utopian MOOC-boosters will rarely claim that MOOCs are of equivalent educational value, and the most they’ll say is that someday it might be. This point is crucial to unpacking the hype: columnists, politicians, university administrators, educational entrepreneurs, and professors who are hoping to make their name by riding out this wave, they can all talk in such glowing terms about the onrushing future of higher education only because that future hasn’t actually happened yet: it’s still speculative in the sense that we’re all speculating about what it will look like. This means that the MOOC can be all things to all people because it is, literally, a speculation about what it might someday become.

About the stakes of California Senate Bill 520, even for people outside of California:

if SB520 passes, it will define the shape of things to come, not only by creating a model for other states to follow, but by creating a kind of market value for MOOCs that didn’t exist before, and which wouldn’t exist otherwise. By making certain selected MOOC’s convertible into course credit—at CCC’s, CSU’s, and the UC system—the California legislature will quite literally create value where it didn’t exist before, by making MOOCs a thing that are worth paying for. This shift is important. But mandating that a MOOC is the same thing as college—that it can be literally credited as a college class—not only changes what a MOOC is, it changes what college is.

After all, if a MOOC is simply a free educational resource that you can find on the web—which is what MOOCs presently are—then there’s nothing to object to in them, and everything to like. Such a MOOC is an almost wholly good addition to the universe: other than opportunity costs and the costs of a computer—which are not nothing, but they are also not that much—it’s simply a free and useful thing, available to those that want it. But the moment that such a use value becomes legible as a market value, when it becomes something that can be exchanged for the kinds of course credits that students pay very high tuition for, MOOCs become a radically different beast, with a radically different kind of economic value. It’ll be much easier to charge for them, on the one hand, and almost unthinkable that associated costs won’t rise, as they did with the once free California public universities (especially since Udacity and Coursera are literally for-profit enterprises). And on the other hand, they will radically devalue the resource that they can now be used to replace: if you can replace “chairs” (by which I mean, the brick and mortar campus) with a chair-less university—if those things are literally exchangeable—then the market value of “chairs” goes down, at the same time as its actual costs stay the same. If we can’t fully staff our classrooms now, how will we staff them in the future, when they have to compete with free?

To put it slightly differently, pumping up the value of MOOCs in this way—declaring, by legislative fiat, that MOOCs are now convertible with “real courses”—actually does have an important cost. If the platonic ideal of the classroom experience is the gold standard, then declaring that a bunch of other unrelated metals are also gold will lower its value, especially if those metals are freely available, in infinite supplies. Why would someone pay a teacher to give one-on-one attention to students when those students could get the same formal credential from an online course? You can point out that there is an actual and effective difference between a student to professor of 17 to 1 (in the gold standard class) and a ratio of 10,000 to 1, where a student will effectively never have a personalized interaction with the professor. But once market equivalency has entered the equation, once the market recognizes an equivalence between a MOOC and an in-person class, pointing out the difference that is experienced by the student will be trumped by the equivalence of market logic, which will dictate paying the cheaper of the two. An in-person education will become a unnecessary luxury: like gold itself, it will no longer be the “gold standard,” the basis of educational value, but rather, simply, an ornamental marker of elite status.

Some reasons to think the MOOC model will not do much to help the CSU achieve its stated goal of improving retention, that it won’t do much for ethical conduct, and that the “increased access” being promised won’t be access to something very good:

MOOC boosters live in the future; actually-existing MOOCs are a far cry from what their champions promise they will someday become, which allows us to gloss over any troubling trends in their present day iteration. After all, MOOC boosters like to brag about the thousands of students—even hundreds of thousands—who sign on to learn from super-professors like Harvard University’s Michael Sandel or Sebastian Thrun. But completion rates for these courses consistently hover in the mid single-digits. A Software Engineering MOOC taught by UC Berkeley professor David Patterson in May 2012, for example, may have enrolled over 50,000 students, but less than 4,000 actually completed the course, and this is typical. What’s more, as Patterson himself was quick to observe, his MOOC was a “cheating-rich environment”; it is safe to assume that the number of students who actually completed the course is somewhat lower than even the 7% that received a completion certificate. …

It rewards self-directed learners who have the resources and privilege to allow them to pursue learning for its own sake. But if you want it to function as a gate-keeping mechanism, which is one of the things that universities do, it’s not very good at that; a MOOC is almost designed to make cheating even easier that ever before. And if you want to use it to make educational resources available to underserved and underprivileged communities—which has been the historical mission of public education—MOOCs are also a really poor way to do that. Historically, public systems like California’s provided high quality education to citizens of the state who could not have gotten the equivalent anywhere else. MOOCs promise to see to it that what the public universities are able to provide is not, in every sense, the equivalent of what rich people’s kids get.

Noticing that MOOCs, as a “disruptive technology,” manage to leave some things hardly disrupted at all:

… instead of de-institutionalizing education or making learning less hierarchical, we see some of the most prestigious institutions of higher learning in the world treating the MOOC as a lifeline in troubled economic waters, leveraging the figure of the “super-professor” to maintain their position of excellence atop the educational field, and even to create new hierarchical arrangements between universities. These MOOCs are just a new way of maintaining the status quo, of re-institutionalizing higher education in an era of budget cuts, sky-rocketing tuition, and unemployed college graduates burdened by student debt. If the MOOC began in the classroom as an experimental pedagogy, it has swiftly morphed into a process driven from the top down, imposed on faculty by university administrators, or even imposed on administrators by university boards of trustees and regents. From within academia, the MOOC phenomenon is all about dollars and cents, about doing more of the same with less funding. And while MOOC-boosters like to deride the “sage on the stage” model of education-delivery—as if crowded lecture halls are literally the only kind of classroom there is—most of the actually-existing MOOCs being marketed are not much more than a massive and online version of that very same “sage on a stage” model. And what could be more hierarchical than a high prestige university like Harvard lecturing to a less prestigious institution like SJSU?

If you haven’t already, go read the entirety of The MOOC Moment and the End of Reform. You will be better for it.

A shift in the MOOCmentum: coverage of and conversations around our open letter to Michael Sandel (part 3).

Posted on May 16, 2013May 16, 2013 by admin

This is a further continuation of my (futile) efforts to round up responses to the SJSU Philosophy Department’s open letter to Michael Sandel (which you can see in full here). Part 1 collected links mostly from old media-affiliated sites. Part 2 started digging into some of the discussion in the blogosphere.

This post picks up with some more of the blogospheric discussion. There will be more because there are so many posts worth reading out there right now (and dagnabbit, people keep writing more of them).

SR Education Group, Fixing What Is Not Broken:

Since the large-scale launch of MOOCs last year, much of the excitement around them has been driven by their potential to revolutionize education and thereby solve many of the challenges facing higher ed, namely the perceived diminution of the value of a degree in today’s economy and the increased cost of getting a degree. While no one can say for sure exactly how MOOCs will evolve or what role they will play, Michael Horn and Clayton Christensen recently described the potential in a Wired op-ed as follows:

… over time, an approach where users exchange information from each other similar to Facebook or telecommunications (a ‘facilitated network model’) will come to dominate online learning. This evolution is especially likely to happen if the traditional degree becomes irrelevant and, as many predict, learning becomes a continuous, on-the-job learning process. Then the need for customization will drive us toward just-in-time mini-courses.”

Faculty at a number of schools don’t necessarily see it that way, nor do administrators. …

It might be easy to dismiss such concerns as conservatism in the face of a new model, or as faculty trying to protect their role in the existing academic model — the model Christensen and Horn feel may become “irrelevant.” But Inside Higher Ed recently released survey data that showed that even college administrators are not convinced that MOOCs will lower costs or improve the educational experience for students. The one area where administrators seemed more optimistic about the value of MOOCs was in their ability to generate creativity in pedagogical strategies (although even on this point, a minority of total responses was positive).

In the meantime, there has been a steady stream of reminders that the factors putting pressure on the traditional academic model are not emerging because that model stopped working. More to the point, the traditional degree has not become at all irrelevant. The first such reminder came late last year with the release of a report from the Pew Charitable Trusts on the protection a college education affords against economic downturns.

* * * * *

Scapegoats and Panaceas, MOOCs, Part II: This Time It’s Personal.:

MOOCs are symptomatic of greater tensions within higher education and not a core problem in themselves. Preventing their use, while good, doesn’t get at any of the reasons that administrations like San Jose State’s are eager to adopt them. That’s why Daniel Porterfield’s insistence that this become the “Year of the Seminar” is admirable in its spirit but questionable in its reasoning. Porterfield wants to “challenge the notion that MOOCs are the future of American higher education.” But seminars were becoming an endangered species on university campuses years and decades before the first MOOC popped up. Getting rid of MOOCs has little to do with providing seminars. That’s a matter of public education budgets, university spending, an overemphasis on economic utility, and an underemphasis on teaching.

* * * * *

Historiann, Guest post on the Lords of MOOC Creation: who’s really for change, and who in fact is standing athwart history yelling STOP?:

Why in spite of the hype do MOOCs appear to be merely a digitalized version of the “sage on the stage” style of lecturing familiar to those of us in the United States and Commonwealth countries 100 (and more) years ago? Why do MOOC-world advocates appear totally ignorant of feminist pedagogy, which disrupted this model of education going on 50 years ago? What does it say about MOOC-world’s vision of the future of higher education that the Lords of MOOC Creation are overwhelmingly white, male, and U.S. American professors at highly exclusive universities? …

MOOCs have also created new excitement among the mostly male presenters about the possibilities of the flipped classroom. Of course, there is no pedagogical innovation happening here; feminist scholars have flipped the classroom for years. What is flipped is usually the use of class time, not authority. After all, a MOOC is centered on lectures, which are now given in front of a camera with no students present, thus denying any opportunity for response or interaction from the listener. The instructor remains the sole purveyor of information and the students remain the passive consumers; with pre-recorded lectures, the instructor controls the content even more than is usually case, and it is more difficult to adapt to individual student needs. Ostensibly, the time previously devoted to classroom lectures was now used for greater interaction with the students both in his classroom and around the world; however, such reallocation of time does not, in and of itself, alter the class hierarchy or the passive reception of knowledge by students. Ironically, it may even re-inscribe that hierarchy: most teachers, even when lecturing, engage with their students and will stop, go back, or re-examine an issue to ensure comprehension and to respond to student questions and challenges.

* * * * *

More or Less Bunk, “Would you like to shoot me now or wait ’til you get home?”:

Has a backlash formed against MOOCs? Well, yes and know. Certainly non-stop MOOC-mania has started to become peppered with bad publicity for the first time. However, it’s important to remember an important distinction: There are universities that produce MOOCs now and universities that will consume MOOCs (mostly) later. If schools like Amherst reject being MOOC producers, that’s not a backlash. That’s Amherst being Amherst. If schools like Duke reject giving credit for MOOCs, that does not prevent them from continuing as MOOC producers.

Really, the only sure sign that I’ve seen of any institutional backlash from a potential MOOC consumer is that eloquent letter from the San Jose State Philosophy Department. Perhaps this explains why Michael Feldstein decided to attack it:

The collective effect of these rhetorical moves is to absolve the department of all responsibility for addressing the real problems the university is facing. By ignoring the scholarship of teaching, the department missed an opportunity to engage the MOOC question in a different way. Rather than thinking of MOOCs as products to be bought or rejected, they could have approached them as experiments in teaching methods that can be validated, refuted, or refined through the collective efforts of a scholarly community.

Seriously, you can’t learn more about education technology anywhere than you can over at Michael’s blog, e-Literate. However, that post is probably the clearest indiction that I have ever seen that faculty have to look out for their own interests rather than depend on friends in any other part of higher education to fight for them. After all, it’s not the San Jose State Philosophy Department’s fault that the California legislature won’t raise taxes. More importantly, it’s not Feldstein’s job that’s under threat of being unbundled. I’ll call this the “Wait ’til you get home” option because we all know what the outcome of this kind of dialogue will be: unbundling and unemployment.

On the other hand, there’s the “Shoot him now! Shoot him now!” option, which I warned about in my first Inside Higher Education piece almost a year ago. …

Luckily, a third way of thinking about MOOCs is coalescing. I’ll call it the “End Duck Season altogether” option.

Do read the whole thing to see some of the sensible options for avoiding a beak full of buckshot!

A shift in the MOOCmentum: coverage of and conversations around our open letter to Michael Sandel (part 2).

Posted on May 16, 2013May 16, 2013 by admin

Here I’m continuing the round-up I began compiling in the last post of responses to the SJSU Philosophy Department’s open letter to Michael Sandel (which you can see in full here).

This post focuses on some of the discussion in the blogosphere. It is not exhaustive! There are other discussions worth reading, and responding to, that I’m putting off for another post — but I will get to them! What I’m including here covers less than half of my open browser tabs on the subject right now.

College Misery, San Jose State and the Harvard “Justice” MOOC:

Members of the Department of Philosophy at San Jose State wrote an open letter to Michael Sandel, the Harvard “superprofessor”* whose MOOC on Justice they are being asked to “teach” (exactly what this would mean seems somewhat unclear to all involved) instead of a course of their own devising.

It’s hard to choose just one part to post, since they summarize pretty much all the relevant issues, from the need to adapt curriculum to a local student population to the danger of class stratification in higher education to the irony of offering recorded lectures as an alternative to the supposedly-outdated in-person lecture model.

sciencegeekgirl, Why we won’t teach your MOOC:

I hadn’t realized that these recorded MOOC lectures were being contracted by other universities as course material — I thought that MOOC’s were primarily used by individuals. This is a troublesome trend to me. While such online lectures could feasibly be used in a “flipped classroom” style approach, the more likely use is to replace local expertise with national “superstar” lecturers. It feels quite counter to the aim of a university education, to develop deep expertise in contact with experts in your field of study.

annevans9, MOOCs: has the counter-revolution started?:

It would naïve in the extreme to think that those who control the purse-strings aren’t eyeing up MOOCs (and indeed other types of on-line offering) as a cheap option. If Harvard-quality higher education courses could be delivered to everyone via a computer screen at minimal cost, that would indeed be the answer to any finance director’s (or finance minister’s) dreams.

The problem, of course, is that the quality inherent in a Harvard education is not encapsulated in the typical MOOC, which is merely a recording of some lectures, with some additional material (such as on-line tests). To think that the quality of an education lies entirely in attending classes given by a rock-star lecturer, is to miss the point entirely. Indeed, we’ve long known that attending large group lectures is one of the least effective ways to learn. And what about the guided discussion, the individual feedback, the help with study skills, the library resources, the extended reading, the opportunity for submitting lengthy formative written work, the stimulation of peer group debate…..? Not to mention the pastoral care and advice and all the other aspects that go to make up a student’s experience at university.

Ars Politica, Don’t Fear the MOOCs:

Those in the “salvation” camp, see MOOCs as the best thing to happen to educational access since the printing press. Now, students from Zimbabwe to Brazil can enroll in a Harvard class, or even a lot of Harvard classes, and finally get the Harvard education once reserved for rich Americans. Those of us whose jobs require us to read things like The Chronicle of Higher Education and Inside Higher Education every day are now quite used to the MOOC- Messiah language that is just now starting to filter out to the real world.

The other side sees the MOOC as the ultimate adjunct instructor—a slick technological talking head that can do all the teaching that needs doing and reduce professors everywhere else to graders and bus drivers for a few superstar professors back East. The philosophy department at San Jose State recently threw their shoes in the MOOC mill by refusing to pilot a MOOC philosophy course from Harvard.

So who is right? Well, in my opinion, both the messianic and the apocalyptic MOOC prophecies have it wrong. As I see the future of higher education unfolding, the vaunted MOOCs are destined to play an important role in the process, but not the important role currently played by the classroom professor.

What the MOOC might eventually replace is the textbook.

language goes on holiday, Justice and “Justice”:

I think it’s good that Sandel’s lectures are available free online… It’s not good, though, if professors are turned into teaching assistants by administrators or politicians who demand that they teach Sandel’s course instead of their own, or show his lectures instead of teaching their own classes. (I don’t mean that it’s bad to have students watch one on a day when you’re not available to teach, or have students watch several specially selected segments if they seem helpful.) …

On the other hand it is all a bit suspicious. Why have an edX version of the course at all if it’s much the same as the already available free one? Why does Sandel say “we made a version of the course available on the edX platform” rather than, say, “I pointed out to all and sundry that the material was online and free”?

the contrary flâneuse, Open Letter from San Jose Philosophy Dept to Michael Sandel:

I would have expected a distinguished professor of the philosophy of law to both know and be willing to comment more. It’s up us then to do the philosopher’s job of figuring out how and what to know, and then questioning it ~ relentlessly if necessary.

stevendkrause.com collects a bunch of links to articles on MOOCs in Week6/7-ish of Composition I, and includes this observation:

You know, I’m not going to say that Sandel is lying in his response where he says he had no idea how edX might try to use his online course materials. But either Sandel is not being entirely truthful or he is not quite as brilliant and broad of a thinker as [NY Times columnist Thomas] Friedman and the folks at edX might think.

iterating toward openness, SJSU, edX, and Getting it Right/Wrong on MOOCs:

The one section of the letter that absolutely breaks my heart is the top of page 4:

Good quality online courses and blended courses (to which we have no objections) do not save money, but purchased-pre-packaged ones do, and a lot. With prepackaged MOOCs and blended courses, faculty are ultimately not needed.

Oh, MOOCs. How thoroughly, completely, and profoundly you have failed us.

The SJSU faculty’s last statement is true if and only if one underlying assumption is met – that the content of the pre-packaged course is traditionally, fully copyrighted. So with regard to this particular edX course, whose YouTube videos all say “Standard YouTube License” for example, the SJSU criticism is accurate. This fully copyrighted, pre-packaged MOOC is clearly meant to run as is, and is not meant to be taken apart, adapted, localized, and customized by local faculty. If edX intended for those things to happen, they would take down their silly registration barrier and put a proper license on the course.

(Don’t even get me started on how edX oh-so-deceivingly puts “Some Rights Reserved” in their footer without ever specifying which rights those are. “Some Rights Reserved” is, obviously, a nod to Creative Commons licenses – but the site does not use one. Check their Terms. When you don’t use a Creative Commons license, why try to hoodwink us into thinking you’re “one of the good guys” by putting that language in the footer of EVERY page?!? And this is how the one NON-profit in the space behaves. No wonder people are suspicious…)

If entities like edX and Coursera and Udacity would simply be open – meaning, use an open license for their materials – the concerns of SJSU faculty and others could be assuaged. Rather than pre-packaged, teach-as-you-receive-it collections of material meant to undermine faculty, openly licensed course frameworks empower faculty to tweak and customize and modify while still saving money. I’ve said it before and I’ll say it again. You can have your cake and eat it, too, when you use open licenses. The either/or presented by the SJSU faculty is only true when purchased-pre-packaged courses are copyrighted – like the edX course is.

Academe Blog, MOOCs, shared governance and academic freedom:

It is, of course, precisely this unbundling process – the separation of content provision from actual instruction – that makes moving a course on justice to the English Department possible. Should the SJSU Philosophy Department, or any other department, resist the MOOCification of higher education, their face-to-face students can simply be diverted away to other departments or (thanks to the wonders of the Internet) anywhere else in the world and the university will still make money! Offer enough cost incentives to take MOOCs instead of face-to-face classes and there may not be a single student left on campus before too long.

What does it mean to have a university without professors? Certainly it makes shared governance, the primary means of enforcing quality control upon methods of instruction, a thing of the past. Perhaps more importantly for society at large, what does it mean if future students everywhere get only one view of what justice means? Nobody is censoring anyone if you simply take away their listeners, but on cultural terms that result may be even more disturbing.

Democratic Underground, Professors at San Jose State Criticize Online Courses:

I read Sandel’s “Justice” book and watched some of his lectures on PBS a few years ago. While they make great class supplements, it’s not a good idea to create entire carbon-copy courses out of THAT particular product.

Based on comments I’ve heard from another friend in college who’s been actively defending the use of MOOCs on campus, I suspect that MOOCs may be a method of union-busting (he was complaining about the university faculty union criticizing MOOCs). But with budget cuts making fewer sections available, what other solutions are there? And then there are students who can find the time to learn but whose schedules or life circumstances prevent them from being physically present on campus at all.

Monitoring University Governance, Debating MOOCs: Shared Governance, Quality Control, Outsourcing, and Control of Curriculum at Harvard, Duke, American, San Jose State:

But faculties across the country are increasingly raising doubts, and organizing opposition to MOOCs. (e.g., Dan Berrett, Debate Over MOOCs Reaches Harvard, Chronicle of Higher Education, May 10, 2013). There are two distinct bases for this opposition. The first goers to shared governance–faculties have raised serious objections to the introduction of MOOCs as an administration initiative, usually with little or no faculty consultation, viewing this as a way of end-running faculty authority. The second goes to substance–that MOOCs do not deliver quality or substance to a necessary minimum extent. This post looks to recent oppositional statements by faculty governance organizations at Harvard, Duke, American, and San Jose State.

New APPS: Art, Politics, Philosophy, Science has been hosting some of the best discussion I’ve seen of issues we raised in our open letter, and of MOOCs more generally. A sample:

Comments on An Open Letter to Professor Michael Sandel from the Philosophy Dept at San Jose State from Lisa Shapiro:

I’m having an interesting exchange with Gene Marshall about this issue. Some universities (like Gene’s home institution of Wellesley) have bought into MOOCs with the idea that they have the power to make education accessible to those in poorer countries, and in particular women and other systematically excluded groups. And I suspect that there is a lot of truth in this — there are universities in the developing world, but they have a real shortage of resources, material and human. Students might not be able to get hold of the books, but they can get hold of the lectures and other online materials. On the other hand, in the developed world, administrators are leveraging what is essentially a noble idea into one far less noble that involves compromising what we can afford. There are a load of complex issues to navigate here, but I think they are really interesting ones. I should add that I think that SJSU has done us all a great service in writing that open letter.

And from Ed Kazarian:

the thing I worry about even in regard to the defense of MOOCs as a means of making education available to people outside of the ‘developed’ world is that there’s an implicit assumption that short-circuiting the process wherein local and indigenous institutions might develop to serve these populations is a net good. I get the idea that MOOCs and other similar models can be a great way of providing ‘education’ for people who might not need or want some of what a traditional university provides — but most of those people, it seems to me, are already ‘educated’ to some considerable degree (with employment qualifications, and the skill sets–including study skills–that come along with time in the meat-space educational system). Recent studies have shown that people who aren’t positioned to do well in a conventional university classroom do considerably worse in a MOOC environment–and I can only imagine that where there’s a real systemic lack of educational institutions at all, MOOC courses that are a sort of watered down, less interactive, virtual version of a ‘lecture’ classroom are going to be of very little use by themselves to students. But even if they were wonderful, how can we justify exporting ‘our’ classrooms as a substitute for the development of local classrooms, teachers, and students?

Comments on Michael Sandel responds from John Protevi:

Shorter Michael Sandel: “Hey, why are these bartenders at that low-end joint I have never even heard of calling me out, just because I’m working with Seagram’s to install a hologram of me in your local bar to replace them? After all, I Didn’t Mean To Hurt Anyone (TM), and I wasn’t in on the deal their bosses cut with the middleman.”

And from Ed Kazarian:

1) Re: the claim that somehow these consequences might have been unanticipated or unwanted, imagine this scenario: ‘You, a Harvard professor (let’s remember the prestige element in all of this), signed a contract with an educational company, albeit a non-profit one, that is more or less independent of your university, and that allowed more or less unrestricted use of the materials you made for them, and you turn around and claim not to have imagined that this might include it functioning as a replacement for courses taught in brick and mortar classrooms at other institutions.’ If you’re that stupid, it’s still blameworthy. Presumably, however, you’re not, in which case this explanation is just a sign of how much contempt you actually hold your audience in.

2) Re: the significance of the non-profit status of companies like EdX (I’d originally assumed that it was for-profit): It’s important to recognize that the distinction between non- and for-profit enterprises here makes virtually no difference for at least two reasons.

a) The fact that these materials will be used for the purposes of replacing courses taught by local faculty to local students in an environment where there is all the bilateral communication that one ordinarily expects from that relationship is the important point. I find it frankly terrifying that some of the ‘name’ faculty participating in these things seem to have complete disregard for the way that their participation tends toward the elimination of other faculty voices than their own (or short circuits the process that might otherwise lead to their development). It represents a complete loss of any sense of academia as a pluralistic community of scholarly voices.

b) The simple fact that the ‘non-profit’ in cases like this can almost axiomatically be said to operate as a trojan horse for a series of very much for-profit instances. John mentions some ways in which this could happen above, but it’s also important to see how the entire model here fits with larger trends towards universities turning their basic revenue model into that of being a non-profit ‘shell’ (and in this case, a highly prestigious and so proportionately more valuable one) for various for-profit interests that want to sell to their ‘clients.’ Thus we are already seeing things like outsourced dorms, where universities are paid by developers for the right to build and manage student housing for them, or outsourced student records, etc. The extent to which the institution (at any tier) is actually functioning in a ‘non-profit’ way is steadily shrinking (though the impact of that, and the directionality of the flows of money, differ at different points in the overall system). Non-profit, here, is a modesty veil, but an essential one insofar as people’s willingness to pay for a lot of this depends it remaining effectively out of sight.

And from Gordon:

1. I don’t know about piling on college admins at Harvard and other private universities, but somebody should pile on the state legislatures that starve the universities to the point that a decision to outsource the education of its citizens to a video stream from Harvard seems like a good idea. There’s fundamental structural problems here, of which this course is just an example: university administrators now tend to come from the managerial class, not the faculty; neoliberal orthodoxy nursed by compliant think-tanks and generous corporate donors have led to an inexorable decline in state support for any public institutions; and so forth. Structural problems of the “go and reread David Harvey” kind.

2. It’s interesting that he says he first put the course online for free, and now through EdX. Sandel could plausibly believe he’s making his courses freely available in places where those who can’t get to Harvard could benefit. After all, it’s hard to argue that putting something online for free reduces access to it. But things turn out to be more complicated than that, and it looks like we’re seeing some of those complications here. The problem is, on the one hand, that the “commons” or “public domain” isn’t a level playing field. On the other hand, things in the commons are vulnerable to corporate exploitation.

You should, as they say, read these discussion threads in their entirety, then do some hard thinking, and maybe chime in with some ideas for moving forward in the discussion following the post Can academics organize around attacks on academia?

The discussion in the comments of the post at The Philosophy Smoker, San Jose State University calls out Sandel and MOOCs, is a bit more pessimistic in tone, as befits a job-seeking commentariat that has been watching its profession get adjunctified and now possibly MOOCitized. (All the more reason to participate in the creative problem-solving in that New APPS discussion of ways of responding to attacks on academia.)

A shift in the MOOCmentum: coverage of and conversations around our open letter to Michael Sandel (part 1).

Posted on May 16, 2013May 16, 2013 by admin

In response to the SJSU Philosophy Department’s open letter to Michael Sandel (which you can see in full here), at least two important things have happened.

First, all the top-down pressure on our department to pilot the edX packaged version of Sandel’s “Justice” MOOC as a “flipped” course (despite the fact that our existing PHIL 122 “Social Justice” has been serving our students well) has magically disappeared.

Second, a lot of really good discussion about MOOCs and related issues in higher education has broken out all over the place. It seems like we’ve gotten to the point where people want to look beyond the hype and think about how new educational initiatives (and the role of private entities in driving them) could actually play out when the pedagogical rubber hits the road.

There is so much conversation out there that I cannot give you an accurate digest of all of it (especially during final exams — things get busy here!). But I want to give you a round-up of some of what I’ve been reading, probably in at least three parts.

The Tech, Amherst College faculty vote against joining edX:

On April 16, 2013, Amherst College faculty voted 70-36 against a motion to join the edX consortium. …

According to the Amherst Student, debate at the deciding faculty meeting centered around the suitability of the edX platform and massive open online courses (MOOCs) to Amherst’s educational mission. …

At the end of the meeting, the faculty voted to approve a second motion that would explore alternatives to edX. The motion claimed that Amherst’s mission is “best served by having the College itself, rather than an outside organization that offers so-called massive open online courses, develop and offer these online courses and course materials.”

Chronicle of Higher Education, As MOOC Debate Simmers at San Jose State, American U. Calls a Halt:

The California faculty union, which represents more than 2,000 professors on the San Jose State campus, has written a memorandum sharply criticizing the university’s president, Mohammad H. Qayoumi, for what the union sees as a preference for “private rather than public solutions” when it comes to online tools and content. …

Meanwhile, at American University, the provost sent a memo on Wednesday to the entire faculty and staff reiterating a “moratorium on MOOCs” while the university, in Washington, D.C., continues to draft a policy on how the massive courses would operate there.

The university is taking its time in deciding whether it wants to pursue institutional partnerships with edX or Coursera, another MOOC provider; or whether it wants to allow professors to teach MOOCs on their own, through Udacity or some other platform.

Contrary to institutions that have eagerly embraced MOOCs, American is purposely avoiding experimentation before it decides exactly how it wants to relate to the new breed of online courses. “I need a policy before we jump into something,” said Scott A. Bass, the provost, in an interview.

The Harvard Crimson, San Jose State Professors Criticize edX as ‘Social Injustice’:

In addition to citing concerns that JusticeX would replace professors, dismantle departments, and provide a diminished education for students in public universities, many SJSU philosophy professors said they were unsettled by the implicit message of having SJSU students watch the course as homework and then discuss it in class.

“The message is that students at Harvard deserve to have a live professor lecturing in front of them. They can make comments, ask questions, and have discussions with that professor, but San Jose students don’t,” said S. D. Noam Cook, an SJSU philosophy professor. “That seems to be quite inappropriate for any department in any university.”

The Guardian “Comment is Free”, Will ‘Moocs’ be the scourge or saviour of higher education?:

With no clear business models in place – and a reliance at this stage on volunteer labour – it is not clear how the returns on investment will materialise. Will Moocs be a new form of social media? Marketing tasters for established, paying courses? An alternative form of continuing education or outreach? An alternative to textbooks or course materials?

Efforts to monetise Moocs come as politicians wrestle with public disinvestment from mass higher education. According to the US commentator Christopher Newfield: “The distinctive feature of Mooc marketing in 2013 is the shift from being an intriguing experiment to being pushed as a workable solution to budgetary and access crises.” …

In California, Senate bill 520 would force universities in the state system to recognise Coursera courses recommended by the American Council for Education. The San Jose State University philosophy faculty complained recently about a decision taken by its senior management to force the use in class of Michael Sandel’s edX Mooc on justice.

These academics argue that Moocs, far from taking learning to new vistas, are just “prepackaged materials from outside vendors” (Harvard and edX are private institutions) and being used to re-engineer public education. They see Moocs as the start of an “efficiency” drive to get rid of qualified staff or replace them with teaching assistants.

So, what of the UK? The government is keen to promote “efficiency and diversity” in higher education and has already commissioned a report into Moocs and other forms of online distance learning. The British University Finance Directors Group has indicated that FutureLearn “could well promise a low fixed-cost future”. …

As a cheap alternative to degrees, Moocs do not yet pass muster. But as an alternative to public investment, technological solutions with private backing may sway policymakers. In straitened times, will broadcasting the videoed byproducts of elite institutions be seen as good enough for the masses? It would be nice to hope that our commitment to equity and equality in education would resist such temptations.

The Boston Globe “Braniac”, San Jose State to Michael Sandle: Keep your MOOC off our campus:

MOOCs are almost certainly here to stay, but the exchange between SJSU and Sandel demonstrates that after several years of feverish adoption, there are still a lot of issues to work out.

NPR Blogs, “13.7 cosmos & culture”, Is Massively Open Online Education A Threat Or A Blessing?:

Colleges and universities are communities with their own local cultures, values and ways of doing things. In the face of budgetary pressure, how will these communities withstand the temptation to give up the hard work of making knowledge and, instead, just subscribe to courses being produced and packaged elsewhere?

One might object that MOOCs are no different from textbooks. What is a textbook, really, but a programmed course template, a whole course in a box? Have popular textbooks destroyed local learning communities and entrenched established hierarchies? No.

This is an important point and it brings out how complicated the issues are. So often with new technology we simply reenact old battles.

But maybe the comparison with textbooks breaks down. Textbooks are limited in ambition. They don’t replace the whole curriculum; they give it a grounding. Good teachers use textbooks.

Will they come to use MOOCs the same way?

Or will administrators appeal to the existence of MOOCs as justification to make some of those good teachers redundant?

The New Yorker, Is College Moving Online?:

In his office that afternoon, overlooking a small quadrangle and the back of the Swedenborg Chapel, King told me that he didn’t think MOOCS were quite ready to replace the classroom. “At the moment, there’s a very big difference between an online experience and an in-person experience,” he said.

Just how much is lost has lately been a subject of debate. At Harvard, as elsewhere, MOOC designers acknowledge that the humanities pose special difficulties. When David J. Malan, who teaches Harvard’s popular and demanding introduction to programming, “Computer Science 50,” turned the course into a MOOC, student assessment wasn’t especially difficult: the assignments are programs, and their success can be graded automatically. Not so in courses like Nagy’s, which traditionally turned on essay-writing and discussion. Nagy and Michael Sandel are deploying online discussion boards to simulate classroom conversation, yet the results aren’t always encouraging. “You have a group who are—they talk about Christ,” Kevin McGrath, one of the coördinators of CB22x, told me soon after the discussions started up. “Or about pride. They haven’t really engaged with what’s going on.”

“Humanities have always been cheap and sciences expensive,” Ian M. Miller, a graduate student who’s in charge of technical production for a history MOOC intended to go live in the fall, explained. “You give humanists a little cubbyhole to put their books in, and that’s basically what they need. Scientists need labs, equipment, and computers. For MOOCS, I don’t want to say it’s the opposite, but science courses are relatively easier to design and implement. From a computational perspective, the types of question we are asking in the humanities are orders of magnitude more complex.” When three great scholars teach a poem in three ways, it isn’t inefficiency. It is the premise on which all humanistic inquiry is based.

The next round-up will focus on some of the commentary I’ve been seeing on blogs. Stay tuned!

Does the University of North Carolina have any grasp of institutional ethics? (With a bonus thought-experiment.)

Posted on February 28, 2013February 28, 2013 by admin

And here, the follow-up question to the one posed in the title of this post: Does UNC – Chapel Hill get that “institutional ethics” involves more than protecting the interests of the institution at the expense of people like its students?

Because this story makes me wonder. In brief:

UNC student Landen Gambill reported that she was sexually assaulted by another UNC student.
At the time she reported the assault, the UNC mechanism for dealing with such reports was through the student-run Honor Court.
About month after the Honor Court heard Gambill’s case, the UNC Honor Court was stripped of its ability to hear sexual assault allegations because the way it had been dealing with such allegations was probably not in compliance with Title IX
The Honor Court ruled that Gambill’s sexual assault allegations lacked sufficient evidence to impose punishment on the other student she alleged had assaulted her.
Gambill and 64 others (including a former UNC Dean of Students) filed a complaint with the U.S. Department of Education’s Office for Civil Rights, alleging that the way reports of sexual assaults, and students making those reports, are treated at UNC results in illegal underreporting.*
Now, Landen Gambill is herself being charged by the student-run UNC Honor Court with violation of the Honor Code because, apparently, her participation in filing the complaint against UNC amounts to “Disruptive or intimidating behavior that willfully abuses, disparages, or otherwise interferes with another…. so as to adversely affect their academic pursuits, opportunities for university employment, participation in university-sponsored extracurricular activities, or opportunities to benefit from other aspects of University Life.”
It is worth noting that Gambill has made no public identification of the UNC student she alleges assaulted her.
UNC spokespeople deny that the Honor Court charge against Gambill is retaliatory — and also deny that there is much the UNC admiinistration can do to keep the Honor Court from continuing on a course that looks very much like charging a student for reporting a sexual assault. From Inside Higher Ed:

[A] UNC spokesperson said the university may not “encourage or prevent” the Honor Court’s top officials, the student attorneys general, from filing charges in any case. Given that, “a claim of retaliation by the university would be without merit,” Karen Moon, director of UNC News Services, said in an email. The court may consult with a faculty advisory committee on difficult cases, but Moon said she could not comment on whether they had. While there is a process for administrators to hear and overturn cases, Moon said, it must be initiated by the student attorneys general.

So, it’s the students who are mounting this action, and the university officials must stand helplessly by and hope it all turns out all right, I guess?

Let’s take this case as an opportunity for a thought-experiment.

Imagine you’re an administrator at a university. You want to maintain the university’s reputation, so students will still apply for admission and faculty will still want to work there. You want to keep the university in compliance with relevant laws and regulations so, for example, you don’t get cut out of federal funding of various sorts. You want to find sensible ways to create a campus environment where students can learn and be safe, and where students are active participants in upholding shared standards of conduct (which cover not only standards of scholarly conduct but reasonable ways to treat others within the campus community).

What are your first three ideas for productive steps forward from a mess like this? (Bonus points if these ideas seem likely to succeed.) And, how to you get buy-in from the relevant segments of the university community to actually take these steps?

Alternatively, consider the same situation from the point of view of a student and propose your first three ideas for productive steps forward.
_____
*The relevant laws the complaint alleges that UNC is violating by underreporting its campus sexual assault are the Campus Sexual Assault Victims’ Bill of Rights, the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the Family Educational Rights and Privacy Act, Title IX of the Education Amendments of 1972, the Civil Rights Act of 1964, and the Americans with Disabilities Act.