On November 21 at the OpenEd Conference in Washington, DC, Sean Michael Morris and Jesse Stommel will present on critical digital pedagogy and MOOCs. This is the second of three articles that inspired that talk. The first, Critical Digital Pedagogy: a Definition, appeared on November 18; the second, A Misapplication of MOOCs: Critical Pedagogy Writ Massive, appeared on November 19.
“I am hopeful, not out of mere stubbornness, but out of an existential, concrete imperative.” ~ Paulo Freire, Pedagogy of Hope
In a recent UW-Madison event focused on building community in MOOCs, Al Filreis offered a keynote, “The Non-automated Humanities MOOC,” in which he remarked, “Don’t talk about MOOCs as courses. That’s a slippery slope to creating a thing that doesn’t hybridize but colonizes.” To see the MOOC as a course, as that which reinforces ossified hierarchical relationships in learning environments, is to carry forward a banking model of pedagogy that does nothing to empower students or teachers. As Sean says, “The openness the MOOC presages is one where agency trumps position, where a student can become a teacher, a teacher a student, and the whole endeavor of education becomes a collaboration.”
The pedagogical value in openness is that it can create dialogue, and can deconstruct the teacher-student binary, by increasing access and bringing together at once disparate learning spaces. Openness can function as a form of resistance both within and outside the walls of institutions. But open education is no panacea. Hierarchies must be dismantled — and that dismantling made into part of the process of education — if its potentials are to be realized.