I made a comment during the first week of reading in the Current/Future State of Higher Education (#cfhe12), lamenting the lack of readings that withstood academic rigor, most notably through the journal process. Academic journals are a source of contention and fight in open access circles (#oped12), and there are a number of journals that have already gone open access, continuing to vet and peer-review rigorous research while opening its books to anyone interested.
The International Review of Research in Open and Distance Learning is such an open journal, and readings from it have helped guide my understanding of the history of distance and online education. Within its electronic pages I have found history, perspective, dissent, and most importantly theoretical and research rationale for posits and claims. So I wonder why, at this point in my cMOOC readings for cfhe12 and oped12, I have not found any articles from this journal, considering the ones I have encountered so far paint a great road map leading us from the dawn of industrial education to the massification precipice we are at today. Continue reading →
One of my great frustrations in researching the MOOC movement is the extended lack of ancestry or theory provided by seminal thinkers, pundits or researchers. From reading existing lit, one would assume when God and Adam were creating the animals out of dust, they created the MOOC too.
Big Media, Little Media is a 1977 book from a collection on “People and Communication,” this entry written by Wilbur Schramm. Its purpose is to evaluate the use of various media (radio, film, picture, multimedia) in various modes of education (formal, informal, classroom, distance). It provides an excellent historical account of the use of various media throughout the documented history of education, and its vision of the future is ominous considering the book is 35 years old. Continue reading →