Last week, Melissa Kearney of the University of Maryland & Phil Levine of Wellesley College received a great deal of media attention for their in-process paper Early Childhood Education by MOOC: Lessons from Sesame Street. Asserting that research on Sesame Street & educational efficacy is lacking and has failed to engage beyond the immediate or short-term results, Kearney & Levine designed an apparatus in an attempt to find a correlation between exposure to Sesame Street and longitudinal outcomes such as high school graduation or post-school labor gains. While their instrument did show statistically significant outcomes in the immediate and short-term for those with better access to Sesame Street, the instrument failed to note any significance beyond (the researchers note this as inconclusive, though the only inconclusive aspect is whether the failure was on the part of the instrument or if the findings are in fact insignificant).
What does this have to do with MOOCs? Not a whole lot as per the research. But the invocation of MOOCs is indicative of an ahistoricism that permeates this work-under-review. Saying Sesame Street is ostensibly the first MOOC shows a fundamental flaw in Kearney & Levine’s historical literature review on the subject, a flaw Audrey Watters notes and critiques in an excellent response to the paper and subsequent media furor. Continue reading
I’ve created a full-blown references page for All MOOCs; this makes up the entirety of my citation list for the dissertation which inspired this blog project. My earlier bibliography received several shout-outs as congruent to open scholarship, and I think a reference list that can snapshot the MOOC phenomenon not just as a learning system but a mechanism of hype and sociopolitical discourse can serve value. Browsing through, it’s amazing to see changes in the conversation…first the online education world between 1989 and 2011, followed by the democratization wave and then the reconciliation of the MOOC’s misgivings with they desire for solutionism. What does the future hold for MOOC rhetoric?
Research plays an integral part in the archetype of a college professor. At state and select private universities (often known as Research I schools), a professor’s research record is as important as their teaching and service records, often more so. At mid-major and liberal arts colleges, research may not be as integral but it is still important and relevant. The ability for a professor to conduct topical and relevant research from implementation to publication is considered vital to the growth of the specific discipline as well as academia at large.
This is evident at a conference like the American Educational Research Association’s Annual Meeting, happening right now in San Francisco, where thousands of educators are presenting their research findings to thousands of attendees. The sheer volume of papers and presentations on topical issues across the various strata of education is overwhelming, and AERA has worked diligently to divide their membership mass into divisions and special interest groups so that individuals can find field-specific topics to utilize for their scholarship or to share their scholarship.
I want to ask the question but does it matter? and then cut to the page break, being all provocative and such. That’s not the right question, because it does matter. It matters a lot. But how much of a difference is it truly making? Continue reading