— Nigel Painting (@nigelchpainting) February 22, 2017
This article doesn’t reference Stewart, B., (2013) but the authors constructs some very similar arguments, focusing in particular on the part played by the media in constructing a view of MOOCs and constructing a contrasting view of the established educational establishment in Canada. “Where professional magazines focus on the relationship between technology, higher education and profit, newspapers symbolically construct MOOCs as an easy fix for an allegedly inefficient and outdated higher education system.”
The discussion points at the end of this piece are worth reflecting on alongside the other block one readings for this course. I think this point the author raises in particular summarises the way MOOCs are seen as arbiters of change (or at least portrayed as such by the media):
“Once MOOCs remove barriers to access, getting an education becomes an individual responsibility/ choice. When articulated with the utopian idea of the democratizing potential of digital technologies, this vision effectively leads to an individualized take on education aligned with a neoliberal vision of public goods. MOOCs become a symbol of an education system that looks more like a catalogue of products, allowing individuals to pick their favorites and build the ‘knowledge’ profile that best suits their needs.” Dumitrica, D. (2017)
Stewart, B., (2013). Massiveness + Openness = New Literacies of Participation? MERLOT Journal of Online Learning and Technology, 9(2), pp.228–238.
Delia Dumitrica (2017): Fixing higher education through technology: Canadian media coverage of massive open online courses, Learning, Media and Technology, DOI: 10.1080/17439884.2017.1278021