Posted tagged ‘education’

Open Universities, pt. 2

August 25, 2010

In our previous post we discussed the possibility that web-casting academic lectures could transform universities in some way, possibly making academic information accessible to more people outside the university, or helping to keep lecturers honest and accountable. On Monday, the New York Times published this story about attempts by humanities scholars to use the internet to transform the process of peer review:

some humanities scholars have begun to challenge the monopoly that peer review has on admission to career-making journals and, as a consequence, to the charmed circle of tenured academe. They argue that in an era of digital media there is a better way to assess the quality of work. Instead of relying on a few experts selected by leading publications, they advocate using the Internet to expose scholarly thinking to the swift collective judgment of a much broader interested audience.

So the idea here is not that digital information systems will help make education more accessible, but rather that they could be used to allow a broader segment of the public to weigh in on key academic questions: Which research findings are interesting, convincing or valid? Can research that stands the test of peer review by experts hold up in the court of public opinion? In other words, the process of internet reader review could be use to break down the social power and exclusivity of expertise, one important step in opening the intellectual commons.

Open Universities?

March 19, 2010

With growing concern in the United States about the cost, accessibility and quality of education, it may be useful to consider a recent trend in American Universities: many professors now publicly ‘share’ video of their lectures, opening their courses to anyone with internet access, rather than only to paying, enrolled students. The Chronicle of Higher Education recently published a great story about this.

Personally, as a lecturer myself, I imagine having my lectures taped and shared would make me self-conscious in practice, which might cause me anxiety or help me improve my lectures. It certainly might make professors accountable to a broader public, and help “peer review” their claims. It is also appealing in theory to consider the ethic of open-source teaching, which could push the conventional limits of public education. I have always found that colleges and universities are places where the ethic of an intellectual “commons” is strong; this trend still survives in the age of the corporate university in a somewhat muted form.

I am also a fan and follower of online lectures. The European Graduate School offers many lectures online, and considering their faculty of superstar theorists, this is a unique opportunity to hear from Zizek, Butler, DJ Spooky and a whole slew of continental philosophers, media and cultural theorists, film directors and other media practitioners. John Merriman‘s lectures at Yale in modern European and French history are online. MIT’s Open Course Ware site provides syllabi, assignments, lectures and other media to anyone with a web browser. There must be countless others.

Of course, many universities will worry about harming their bottom line, if prospective students can see lectures without enrolling and paying. Some professors will be uncomfortable, unable or unwilling to share their lectures. No matter how the “classroom” or the price of textbooks and materials might change in the internet era, it remains the case that students who want a credentialed degree will have to enroll and pay. Internet video alone won’t solve a national problem with access to education, rising tuition, failing schools, and so on, but sharing lectures online is already stretching the boundaries of the classroom.