• This class is being taught collaboratively with Professors Christopher Newfield, English, University of California Santa Barbara, "English Majoring After College; or, Histories and Futures of Higher Education” (English 197) and with Professor David Palumbo-Liu, Comparative Literature, Stanford University, "Histories and Futures of Humanistic Education: Culture and Crisis, Books and MOOCs" (English 265).
• We will meet with the Stanford and UCSB classes via Google Hangout several times during the semester, two of which will include Prof. Doris Sommer, creator of Harvard’s Cultural Agency Project and the Bay Area’s Howard Rheingold, author of NetSmart and many other works on technology, collaboration, and creativity.
• All three courses are part of a consortium run by HASTAC (hastac.org) called “The History and Future of Higher Education”: http://www.hastac.org/collections/history-and-future-higher-education.
• ISIS 640 will run at the same time as Prof Davidson’s six-week Coursera MOOC (starting January 27) on “History and Future of (Mostly) Higher Education” and that MOOC will be incorporated, linked, commented upon, and the subject of research in the face-to-face Duke Class.

DESCRIPTION:
“The History and Future of Higher Education” uses an activist, purposive account of history to to help shape an agenda for learning innovation, in the classroom, in our institutions, in society, and in everyday life and work. We will be looking specifically at ways that the apparatus, structure, and metrics of higher education that we’ve inherited were designed to train the ideal worker for the Taylorist Industrial Age. Many of the most familiar features of higher education were designed roughly between 1865 and 1925 (from class rankings to majors, professional schools, graduate school, IQ tests, and multiple choice tests, including as part of college entrance requirements). Which of those methods and metrics are working for us now? Which are legacies that no longer serve their purpose--or ours? And how can we work, together, to share our most innovative ideas in order to change our own pedagogies and practices (on an individual level) and how can we mobilize to help transform our institutions too? How can we think critically about ideas touted as “innovative” (such as MOOCs, flipping the class, and other “disruptions”) that may or may not be truly innovative? What alternative models can we think about together?

In this class you, as students, won’t just be learning about legacies and innovations; you will be leading and experimenting and constantly critiquing innovative new pedagogies so that you can improve upon them and incorporate them into your own methods for learning and for teaching. The method of this course is also the content we will be discussing. You will be commenting on pedagogy in your blogs, and you will be proposing your own ideas and soliciting feedback from others (at Duke, at the co-located courses, and even from the MOOC participants). The idea is to work together to improve how we learn and what we learn, how we teach and what we teach. In some ways this is a “meta MOOC”: we’ll see if a MOOC can be turned into an open-learning collaborative peer-grading extravaganza--international, diverse (there are no admission requirements for MOOCs), massive. Let’s challenge ourselves to make it meaningful too!

Why? Because current catch phrases such as “flipping the classroom” make it seem as if it is easy to teach with technology. It is not. It is important, it can be creative and useful, but “flipping” is extremely labor intensive and we've just barely touched the surface of the deep thinking, practice, methods, and ideas of teaching with, through, by, for, and about technology in a critical, creative, interactive, empowering, and significant way.

The first half of the class will operate in synchronization with the Coursera online course and with co-located courses or Google Hang Out class sessions conducted by some of the most prominent thinkers about new media and the state of the U.S. university, at Stanford, UC Santa Barbara, UC Berkeley, New School, and Harvard. We will use a contract grading system and, in lieu of an official research paper, you will engage in weekly reading, participation, and writing assignments recorded on your own public, professional website blog (equivalent to a portfolio: workshops will be available to help every student create a professional personal website during the first week of class). After Spring break, the focus shifts to a student-directed final collaborative. Your project team will design, implement, and communicate some learning innovation.

Grades will be offered by a combination of contract grading (described below) and peer-to-peer assessment of the contribution to the success of the final project.
________________________________________________________________________
COURSE REQUIREMENTS:

(1) PROFESSIONAL WEBSITE: 60% of total grade. Each student will be required to build a public, professional website (using Wordpress or another web tool). If you already have a website, you will be required to add an entirely separate, clear page, divided into sections for each class meeting, “ISIS 640 Assignment Blog.” This ISIS 640 Assignment Blog must be kept up to date and be ready by midnight of the day before each class meeting. This blog is where you will record (a) notes or insights on the readings for the week; (b) notes, comments, url, or cut-and-paste transfers from your contributions to other sites--Coursera, Rap Genius, social media, etc. Multimedia encouraged! Students will be expected to read and comment on at least two blogs by classmates each week. Think of this as an “evolving research paper.”

(2) WEEKLY READING/VIEWING/PARTICIPATION AND WRITING ASSIGNMENTS: Reading, participation, and writing assignments must be finished on time, before each class, as indicated on the schedule below, and will make up the substance of class conversation and your weekly ISIS 640 Assignment Blog (also due midnight of the day before class--so other students will have time to read it prior to class).

(2) FINAL EXAM: None

(3) FINAL PAPER: None
(4) COLLABORATIVE FINAL PROJECT: See below. 40% of total grade.

_______________________________________________________________________
GRADING AND ASSESSMENT METHODS
Final grades will be based on (a) 60%: contract grade for your ISIS 640 Assignment Blog (quality and timeliness); and (b) 40% peer-to-peer evaluation of satisfactory contribution to the success of your collaborative public innovation project (see description of peer badging and evaluation exercises for March 26, April 2, and April 9 sessions below).

Contract Grade Requirements:
4.0: Completion of all assignments (blog entries and all participatory assignments) on time (midnight of the day before class).
3.5: Misses one (blog or participatory) assignment on time.
3.0: Misses two (blogs or participatory) assignments on time.
2.5: Misses three (blogs or participatory ) assignments on time.
2.0: Misses four (blogs or participatory) assignments on time.

We will discuss the philosophy behind contract grading in conjunction with Pasi Sahlberg’s Finnish Lessons and pp. 224-229 of Field Notes for 21st Century Literacies. It is assumed that the writing/multimedia in the weekly blogs will be of graduate level (A grade) quality. The instructor and fellow classmates will give feedback if blog fall below an acceptable standard of excellence. The goal in the class is not to rank or to give a certain percentage of 4.0 grades. The goal (per Finnish Lessons) is to work to have every student achieve excellence.
________________________________________________________________________
COLLABORATION (INSTITUTIONS AS MOBILIZING NETWORKS):
This course practices what it preaches in the sense that it is linked to a global movement on behalf of higher education and education reform. In The Future of Thinking, Davidson and Goldberg offered a new definition of “institutions” as “mobilizing networks,” in that, within even the most conservative institution, there are always small pockets and forces of change. Learning how to leverage those and mobilize on behalf of change is part of the message and method of this course.

Specifically, our course will pair with courses and/or with professors at a number of other institutions. Built into our syllabus are onsite and online events with Professors Anne Balsamo (New School); Christopher Newfield (UC Santa Barbara); David Palumbo-Liu (Stanford), and Howard Rheingold (Stanford, UC Berkeley, and Rheingold U). Please see the class schedule for the events and relevant readings.
_______________________________________________________________________
HASTAC INITIATIVE ON SHAPING THE FUTURE OF HIGHER EDUCATION:
Our class is also part of a HASTAC initiative on Shaping the Future of Higher Education: http://www.hastac.org/collections/history-and-future-higher-education. Some fifty courses, workshops, webinars, conferences, and other onsite and online offerings around the world will be dedicated to the ideas of open learning, peer-to-peer pedagogy, and classroom and institutional reform and transformation. There will be many opportunities to participate in projects, programs, and collaborations with these partners throughout the semester.

________________________________________________________________________
MOOC:
Simultaneously with our class, and embedded into our pedagogy, Prof Davidson is teaching a Duke MOOC, on the Coursera platform, “The History and Future of (Mostly) Higher Education.” Viewing the videos for the MOOC will be part of the weekly assignments for the course. Participating in Forums--on hastac.org--and helping to come up with meaningful, interactive ways of transforming this top-down “Doc on the Laptop” form into open learning will be one project of our class.
________________________________________________________________________
OPEN, COLLABORATIVE, PROJECT-BASED PEER LEARNING:
After Spring break, the MOOC will have ended and so will our official partnership with the professors and students at Stanford and UCSB (their quarter will have ended). The remainder of our Duke course will be project-based and student-generated. TBD . . . by you!

_________________________________________________________________________
BOOKS FOR ASSIGNED AND SUGGESTED READING ON HIGHER EDUCATION (all books by Prof Davidson are available free as open access pdfs):
Balsamo, Anne. Designing Culture: The Technological Imagination at Work. Duke University Press. 2011. Print.
Damasceno, Cristiane, Omar Daouk, Cathy N. Davidson, Christina C. Davidson, Jade E. Davis, Patrick Thomas Morgan, Barry Peddycord III, Elizabeth A. Pitts, and Jennifer Stratton. Field Notes to 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.
Davidson, Cathy N. and David Theo Goldberg. The Future of Thinking: Learning Institutions in a Digital Age. MIT Press. 2009. Available online or in print.
Davidson, Cathy N. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books. 2011. Print. (Up to 50,000 students enrolled in the “History and Future of (Mostly) Higher Education” Coursera course can download the pdf of this book for free, by arrangement with the publisher)
Newfield, Christopher. Unmaking the Public University: The Forty Year Assault on the Middle Class. Harvard University Press. 2011. Print.
Palumbo-Liu, David. The Deliverance of Others: Reading Literature in a Global Age. Duke University Press. 2012. Print.
Rheingold, Howard. Net Smart. MIT Press. 2012. Available online or in print.
Sahlberg, Pasi. Finnish Lessons: What the World Can Learn from Educational Change in Finland. Teachers College Press. 2011. Print.
Wilder, Craig Steven. Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities. New York: Bloomsbury Publishing. 2013. Online.

________________________________________________________________________
________________________________________________________________________
CLASS SCHEDULE AND READINGS:
Wednesday, January 15, 2014
First day of Class
Introduction of the concept of this co-located class, principles for innovation (in the classroom and out, individually and institutionally).

Reading:
Davidson, Cathy N. “How a Class Becomes a Community: Theory, Method, Examples”. Field Notes to 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. 2013. Print, HASTAC, RapGenius.
Rosenberg, Tina. “Turning Education Upside Down”. The New York Times. 2013. Online.

“Forum: A Bill of Rights and Principles for Learning in a Digital Age”. 2013. Online.

Assignment:
“21C Manifesto” has been put up on Rap Genius and will be on Github too. Please add your text, visual, or audio annotations there and report back to the class on what you did.

What is a virtual class? What is a co-located class? What rules pertain, what do not?
"Describe your experiences in this exercise. On our class Wordpress site, please indicate how you changed the Constitution on Rap Genius. Note when you changed it. Did anyone change your modifications? If you didn't change it, why not?

Once the Coursera course opens, the students will be invited to modify it in a way that extends to their experience as a class. We’ll be inviting modifications and annotations from a worldwide community. On the course blog, let us know if anyone modified your annotations. How? Why?

_________________________________________________________________________
Wednesday, January 22, 2014
Google Hang-Out featuring Professor Christopher Newfield, UCSB:
Reading and discussion : Unmaking the Public University

Reading:
Newfield, Christopher. Unmaking the Public University: The Forty Year Assault on the Middle Class. Harvard University Press. 2011. Print.

Assignment: Before the Google Hang Out, everyone in class should contribute at least one question for Prof Newfield to a Google Doc and vote on favorite questions and we’ll rank order those for the Google Hang-Out
_________________________________________________________________________
Wednesday, Janaury 29, 2014
Reading:
Davidson, Cathy N. and David Theo Goldberg. The Future of Thinking: Learning Institutions in a Digital Age. MIT Press. 2009. Available online or in print.

Wilder, Craig Steven. Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities. New York: Bloomsbury Publishing. 2013. Online.

DML Research Hub. Connected Learning: Relevance, the 4th R. 2013. Online.

Supplementary Reading on “No Sympathy for the Trolls”:
Erard, Michael. “Four Ways to Improve the Culture of Commenting.” The New York Times. 2013. Online.

Assignment:
Watch Video: Coursera Week 1: Guiding Principles and Driving Concepts - Let’s Get Started; Participate in the Coursera Forum assignment; discuss experience, ideas, video in class.
This week introduces the idea of a purposive, activist history--learning how and why educational institutions were constructed in the past, for specific historical purposes and in specific contexts; and helps us understand the present and gives us some tools for beginning to shape a different future. We will look at information revolutions from the cuneiform (the beginning of writing in Ancient Mesopotamia) to the World Wide Web. Almost all of our current educational institutions were created for the last Information Age, the age of steam-powered presses, machine-made Paper, and machine-made ink. Pundits were alarmed back then, too, about distraction, shallowness, lack of values, attention, or the work ethic in the youth of the era--even about pedophiles preying on young girls giddy and defenseless from too much novel reading. Looks at the “21st century literacies” we need now in an era where issues of privacy, publicity, security, access, cost, ethics, intellectual property, safety, credibility, collaboration, global consciousness, design, open learning, and ethics all need careful thinking and action.

We will ask two recurring questions: who’s behind the camera? Education Is Social, Technology is Social. Whose Labor Makes Our Learning Possible? People, Institutions, Structures (Often Unacknowledged). Who Are Our (Sometimes Hidden) Teachers? How Do They Support Us? How Do We Recognize Who They Are? Which Are the Lessons That Last a Lifetime? Why?
________________________________________________________________________
Wednesday, February 5, 2014
Google Hang Out featuring Cathy Davidson, Duke
Discussion : Now You See It, focus on Preface, Introduction, and Chapter 3, iPod Experiment

Reading:
Davidson, Cathy N. “Introduction” and “Chapter 3. Project Classroom Makeover.” Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books. 2011. Print.

“Higher Education.” Wikipedia. Online.

Supplementary Reading on MOOCs:
Sinnott-Armstrong, Walter. “10 Steps to Developing an Online Course.” Duke University. 2012. Online.
Burnam-Fink, Michael. “MOOCs Need to Go Back to Their Roots.” Future Tense. 2013. Online.

Assignment:
Watch video, Coursera Week 2: The iPod Experiment as Learning Model: Or, Learning VERSUS Education
Duke University’s iPod experiment became international news. Why? What happens when students are in charge? What happens when education begins without knowing the answer (whether in Science, Technology, Engineering and Mathematics--or STEM fields--or in the creative or performative arts, or in humanistic historical or critical thinking, curiosity and inductive logic should be inspiring learning). The modern professional disciplinary form of education emphasizes, by contrast, content acquisition. Why? Survey of Western educational ideas from Socrates, to Descarte, Diderot, and Kant. Looks at the Humboltian University (based on Friedrich Schleiemacher’s liberal ideas of importance: strict control & disciplines, from preservation of accepted knowledge to Advancement of New Knowledge) and French ideas of importance of certification, degrees, conformity of views, reputation, hierarchy of elite education. Looks at history of higher education in North America, from the University of Mexico (1551) to founding of first research university (Johns Hopkins University in 1876) to MOOCs. Keywords for the Industrial Age vs. Connected Age.
_________________________________________________________________________
Friday, February 7, 2014: Guest Lecture, Dean and Professor Anne Balsamo
Reading:
Balsamo, Anne. Designing Culture: The Technological Imagination at Work. Duke University Press. 2011. Print.

FemTechNet, Transforming Higher Education with Distributed Open Collaborative Courses (DOCCs): Feminist Pedagogies and Networked Learning. 2013. Online.

Keypoints of FemTechNet White Paper (from blog by Thelma Young, October 9, 2013):

1) Effective pedagogy reflects feminist principles: "Feminists often describe their classroom as collaborative, engaged, and interdisciplinary." By exploring how to bring these values further into higher education it will value not just feminist courses, but all fields could replicate and explore.

2) Several currently existing reforms efforts do little to change the status quo: "MOOC efforts often represent a step backwards, by promulgating a standardization of format rather than a focus on processes that support global access to learning and the reciprocity of teaching and learning." FemTechNet has thought a lot about various ways to not leave disenfranchised isolated students out of the learning process.

3) Access to technology does not guarantee access to knowledge, and respecting the investment of labor is critical to facilitating real learning: "The celebration of MOOCs discounts the financial and affective costs that they in fact require." There are broad structural implications of relying on technology to create reform. It's important to also think of wider social issues as well as the examine the full costs of MOOCs.

4) Technoscientific choices are not values neutral, and building infrastructure is not simply about choosing components among corporate, consumer products: "Although universities often make large investments in hardware, building the infrastructure that we need in higher education actually involves rethinking traditional notions of ownership of property."

5) The FemTechNet DOCC is an innovative experiment from which many stakeholders will learn: The DOCC 2013 is an experiment created by scholars in a wide number of fields and we hope that through a variety of assessment measures, not just numeric ones, we can learn best practices that could serve many people.
_________________________________________________________________________
Wednesday, February 12, 2014
Reading:
Duke Surprise Endings. 2012. Dukesurprise.com (student-created online self-paced course)

Peddycord III, Barry and Elizabeth A. Pitts. “From Open Programming to Open Learning: The
Cathedral, the Bazaar, and the Open Classroom.” Field Notes to 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.

Davidson, Cathy N. “How We Measure,” Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books. 2011. Print.

Sahlberg, Pasi. Finnish Lessons: What the World Can Learn from Educational Change in Finland. Teachers College Press. 2011. Print.

“Education in Finland.” Wikipedia. Online.

Bill Keller, “An Industry of Mediocrity,” New York Times, October 27, 2013, http://www.nytimes.com/2013/10/21/opinion/keller-an-industry-of-mediocrity.html?src=recg (Here’s my response to this piece. On your website, think about blogging your own: http://www.hastac.org/blogs/cathy-davidson/2013/10/27/mediocrity-v-cozy-lucrative-monopoly-rsp-nytimes-critique-us-educati)

de Lumier, Angier. How to Moonwalk Tutorial. 2006. Online.

Davidson, Cathy N. How to Moonwalk (And Why). 2013. Online.

“#Dazed93: The legacy of Linklater’s Dazed and Confused” Dazed Digital Magazine. 1993. Online.

Politizane. Wealth Inequality in America. 2012. Online.

Supplementary Readings:
Gellman, Barton. “Here’s how The Post covered the ‘grand social experiment’ of the Internet in 1988”. The Washington Post. 2013. Online.
“No bad schools only poorer neighbourhoods.” Yle Uutiset. 2013. Online.
“Who Pays Teachers Best for their Time?” Online.

Assignment:
Watch Video, Coursera Week 3: Teaching Like It’s 1992; discussion of FemTechNet White Paper, DOCC, MOOCs, SPOC (Self-Paced Online Course), HASTAC Initiative (Massive Online and Face-to-Face Open Course).
The World changed on April 22, 1993, when the scientists at the National Center for Supercomputing Applications released the Internet and the World Wide Web to the general public. From then on, anyone with access to an Internet connection could communicate anything to anyone else online--without the intervention or safety net of an editor or publisher. That’s a tremendous responsibility and opportunity that ushered in our Information Age. We should be training students to be productive participants in this era. We’re not. We’re still teaching like it’s 1992. “Uneven Development” - Marx’s counter to idea of Linear Progress (“trickle down”). Since SATs in 1926, high school acts as college prep. Erosion of alternative models (vocations). Filter and funnel - social mobility and education. Outside of the classroom, we no longer learn the same way we did in 1992, but we’re still teaching like it’s 1992 inside the classroom. Focus on assessment methods, peer-to-peer open learning, new tools for data analysis (and precautions). We’ll also look at what the thirty-year downward trend in public educational funding has meant in the U.S. and how it is altered the demographics of education for public and private schools and worldwide. We’ll look at how higher education in the U.S. now accelerates rather than diminishes income inequality. We’ll also talk about the problems of a profession where over 70% of the faculty are now contingent or adjunct (non-permanent, no benefits, no security, sometimes below livable wage). How do MOOCs fit into the picture? Do they help? Do they hurt? Why do legislators want to believe MOOCs will solve a problem caused by a thirty-year and escalating defunding of public education? And what is the difference between peer-to-peer open and participatory learning and MOOCs?
_________________________________________________________________________
Wednesday, February 19, 2014
Reading:
Davidson, Cathy N. “The Epic Win.” Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books. 2011. Print.

Damasceno, Cristiane Sommer. “Paying Attention to the Chocolate-Covered Broccoli: How Video Games Can Change the Ways You Understand Teaching, Learning, and Knowledge.” Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.

Davis, Jade. “The Medium of the 21st Century is Light; Or, How Earbuds Became Earlids.” Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.

Stratton, Jennifer. “Everyday by Design: What do 21st Century Digital Literacies Look Like?” Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.

Berrett, Dan. “Harvard Mounts Campaign to Bolster Undergraduate Humanities.” The Chronicle of Higher Education. 2013. Online.

Butler, Judith. DLitt - McGill 2013 Honorary Doctorate Address. 2013. Online.

Wesch, Michael. A Vision of Students Today. 2007. Online.

Davidson, Cathy N. “A Core Curriculum to Create Engaged Entrepreneurs.” Fast Company. 2012. Online.

Wadewitz, Adrianne. What I Learned Being the Worst Student in the Class. 2013. Online.

Supplementary Reading on Digital Literacies:
Florida Center for Instructional Technology. “Research Tools.” The Internet: Ideas, Activities, and Resources. 2013. Online.
The McGraw-Hill Companies. How to Judge the Reliability of Internet Information. 2001. Online.
Sengupta, Somini. “Digital Tools to Curb Snooping.” The New York Times. 2013. Online.
Belshaw, Doug. “Transitioning into a new role at Mozilla.” Open Educational Thinkering. 2013. Online.
Weller, Martin. The Digital Scholar: How Technology is Transforming Scholarly Practice. New York: Bloomsbury Academic. 2011. Online.

Supplementary Reading on Engaged Global Citizenship:
Inspiring Education - Alberta’s Vision for Education. Online.
“Is massive open online research the next frontier for education?” PhysOrg. 2013. Online.

Assignment:
Watch Video, Coursera Week 4: 10 Ways to Change the Paradigm of Higher Education; contribute to Forum assignment;
Course now switches to look at innovation in higher education: new principles, new methods, new metrics for redesigning an innovative form of learning that helps us all in the complexities of the world we actually inhabit outside of school, all the time (including by those excluded from participation in that world by reasons of cost, country, censorship, access, ability, or other reasons). We’ll begin with three innovations on the level of curriculum

Curricular Change:

1) Practice Digital Literacies

2) Find Creative Ways to Model Unlearning

3) Rethink Liberal Arts as a Start-Up Curriculum for a Resilient Global Citizens

Begin to work in project teams towards the final Coursera participatory assignment:

Designing a University (or any institution of higher, post-secondary learning) from Scratch,
(a) If you could create a university, what would it look like? Divide into project teams, work out the scope of your university for your team, name your university (i.e. Dewey U, Rad Community College, Humanities Vocational Tech, Engagement Professional School of Finance, Law, Technology, and Ethics etc). Each team will be responsible for starting a Forum on Coursera for that particular institution of higher learning.

Here are some considerations: Who are your students, how do you select them and recruit them? What are your expectations for them? What constitutes “graduation” from your university? Are there required courses? Methods? Attendance? Participation? Outline your audience, your expectations, your requirements, your objectives, your technological affordances, your tuition and fees (if any---or your alternative mode of “payment” if you don’t want to charge), your languages, and anything else you think is important to higher education. What is the “better life” (see Amartya Sen’s quote above) for which your institution prepares its students? How will you help them toward that better life? Think about the ideal (realistic) administrative structure and your business model for sustaining your institution.

(b) Please put up the prospectus for your institution in two places: (1) put it up on your professional website or in a Google Doc that isn’t editable so you have a stable place from which to see how much others change the prospectus and (2) put it up in the Coursera Forum and invite the community to add to or edit the document (you can define how you want to do this and add that to your instructions.

( c ) Moderate and contribute to the online international discussion that ensues.

( d ) Report back on the feedback and response and additions to your institutions. Compare and contrast the original and the crowdsourced version.

____________________________________________________________________
Wednesday, February 26, 2014
Google Hang Out featuring Professor David Palumbo-Liu, Stanford; and Doris Sommer, Harvard. Reading and discussion: The Deliverance of Others: Reading Literature in a Global Age, focus Preface, Intro, Chapter 3 (on Never Let Me Go); and Sommer, “Pre-Texts Project.

Reading:
Palumbo-Liu, David. “Preface,” “Introduction,” and “Chapter 3. Art: A Foreign Exchange.” The Deliverance of Others: Reading Literature in a Global Age. Duke University Press. 2012. Print.

Davidson, Christina C. “Open for Whom?: Designing for Inclusion, Navigating the Digital Divide.” Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.

Davidson, Cathy N. “How We Measure.” Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Penguin Books. 2011. Print.

Duke Surprise Endings. 2012. Dukesurprise.com (student-created online self-paced course)

Supplementary Reading on Encouraging Students to Lead:
Schwartz, Katrina. “5 Tools to Help Students Learn How to Learn.” KQED Mind/Shift. 2013. Online.
Phillips, Amanda. Gaming the System: Things I Learned by Asking Lit Majors to Design Their Own Digital Games. 2013. Online.

Supplementary Reading on Diversity:
Coates, Ta-Nehisi. “If I Were a Black Kid...Advice for students in Baltimore Coutny and Cambridge, Massachusetts.” The Atlantic. 2013. Online.
Kroll, Andy. “Silicon Valley’s Awful Race and Gender Problem in 3 Mind-Blowing Charts.” Mother Jones. 2013. Online.
Bishop, Bill. “Are You Willing to Send Your Child to the Same School as the Children of Vegetable and Rice Sellers?” The Sinocism China Newsletter. 2011. Online.
Moten, Fred and Stefano Harney. “The University and the Undercommons: Seven Theses.” Project Muse. 2004. Online.
Gumbs, Alexis Pauline. ”Digital Alchemist Intensives”. Eternal Summer of the Black Feminist Mind. 2013. Online.

Assignment:
Watch video, in Coursera Week 5: Innovations in Pedagogy (Methods) and Assessment
This focus is on pedagogy and assessment - because how you teach is what you teach, and what you count is what you value.

4) Make! From Critical Thinking to Creative Contribution - Focuses on John Dewey and the idea of thinking, then doing, then thinking again. What making adds to our activist toolkit, including a sense that an idea is not an end product but a process, and that iteration--publish first, edit later--helps you to be bold, to try new things, to experiment, change, and innovate.

5) Encourage Students to Lead. Our “texts” in this class are student-created: DukeSurprise.com and Field Notes for 21st Century Literacies

6) Make Diversity Your Operating System. HASTAC's Motto: "Difference is not our deficit; it's our operating system." Introduces John Hope Franklin (1915-2009): “My challenge was to weave into the study of American history enough of a presence of blacks so the story of the United States could be told accurately.” How can learning and education be “accurate”?

7) Assessment: Make Sure What We Value is What We Count.

8) Demonstrate Mastery of Content by Performance, not Testing. Introduces the work of the John D. and Catherine T. MacArthur Foundation Digital Media and Learning Initiative on behalf of “connected learning” and badges http://www.hastac.org/digital-badges

Continue working in project teams on the final Coursera participatory assignment:
Designing a University (or any institution of higher, post-secondary learning) from Scratch (see full description on Feb 19 entry)
(a) If you could create a university, what would it look like? Divide into project teams, work out the scope of your university for your team, name your university (i.e. Dewey U, Rad Community College, Humanities Vocational Tech, Engagement Professional School of Finance, Law, Technology, and Ethics etc). Each team will be responsible for starting a Forum on Coursera for that particular institution of higher learning.

(b) Please put up the prospectus for your institution in two places: (1) put it up on your professional website or in a Google Doc that isn’t editable so you have a stable place from which to see how much others change the prospectus and (2) put it up in the Coursera Forum and invite the community to add to or edit the document (you can define how you want to do this and add that to your instructions.

( c ) Moderate and contribute to the online international discussion that ensues.

( d ) Report back on the feedback and response and additions to your institutions. Compare and contrast the original and the crowdsourced version.

______________________________________________________________________
Wednesday, March 5, 2014
Google Hang Out: Part II featuring Professor David Palumbo-Liu, Stanford; and Doris Sommer, Harvard. Reading and discussion: The Deliverance of Others: Reading Literature in a Global Age, focus Preface, Intro, Chapter 3 (on Never Let Me Go); and Sommer, “Pre-Texts Project.

Reading:
Morgan, Patrick Thomas. “Practicing Web Wisdom: Mindfully Incorporating Digital Literacies into the Classroom.” Field Notes to 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning. Print, HASTAC, RapGenius. 2013.

Rheingold, Howard. Net Smart. MIT Press. 2012. Available online or in print.

Davidson, Cathy N. and David Theo Goldberg. “Chapter 5. Institutions as Mobilizing Networks: (Or, ‘I Hate the Institution--But I Love What It Did for Me.’” The Future of Thinking: Learning Institutions in a Digital Age. MIT Press. 2009. Available online or in print.

Supplementary Reading for Funding Public Education:
Perez-Pena, Richard. “College Enrollment Falls as Economy Recovers.” The New York Times. 2013. Online.
Duderstadt, James J. “The Crisis in Financing Public Higher Education-and a Possible Solution: A 21st C Learn Grant Act.” The Millenium Project. 2005. Online.
Rose, Katherine. “Education in the 21st Century.” Top Masters in Education. 2013. Online.
Wadhwa, Vivek. “Dear Peter Thiel: Let’s Fix College, the Right Way”. Mashable. Online.
Wadhwa, Vivek. “Billionaire’s Failed Education Experiment Proves There’s No Shortcut To Success.” Forbes. Online.
Ehrenberg, Ronald G. “Is the Golden Age of the Private Research University Over?” Change: The Magazine of Higher Learning. Online.
Ehrenberg, Ronald G. “American Higher Education in Transition” Journal of Economic Perspectives. Online.
Ehrenberg, Ronald G. “THE PERFECT STORM and the Privatization of Public Higher Education”. Change. Online.
Cottom, Tressie McMillan. “A Bechdel Test for Higher-Ed ‘Disruption’”. Slate. 2013. Online.
“U.S. In State Tuition Ranking: The Cheapest Colleges in America by In State Tuition for 2013.” CollegeCalc. Online.
Davidson, Cathy N. “Why Does College Cost So Much -- And Why Do So Many Pundits Get It Wrong?” HASTAC. 2013. Online.
Perlstein, Rick. “On the Death of Democratic Higher Education.” The Nation. 2013. Online.

Supplementary Reading for building a You-niversity:
Christensen, Clayton M. and Michael B. Horn. “Innovation Imperative: Change Everything -- Online Education as an Agent of Transformation” The New York Times. 2013. Online.
Kamanetz, Anya. “Fast Company’s Guide to the Generation Flux College Degree.” Fast Company. Online.

Continue working in project teams on the final Coursera participatory assignment:
Designing a University (or any institution of higher, post-secondary learning) from Scratch (see full description on Feb 19 entry)
(a) If you could create a university, what would it look like? Divide into project teams, work out the scope of your university for your team, name your university (i.e. Dewey U, Rad Community College, Humanities Vocational Tech, Engagement Professional School of Finance, Law, Technology, and Ethics etc). Each team will be responsible for starting a Forum on Coursera for that particular institution of higher learning.

(b) Please put up the prospectus for your institution in two places: (1) put it up on your professional website or in a Google Doc that isn’t editable so you have a stable place from which to see how much others change the prospectus and (2) put it up in the Coursera Forum and invite the community to add to or edit the document (you can define how you want to do this and add that to your instructions.

( c ) Moderate and contribute to the online international discussion that ensues.

( d ) Report back on the feedback and response and additions to your institutions. Compare and contrast the original and the crowdsourced version.

Videos for Coursera Week 6: How to Make Institutional Change
This week we will discuss the different ways of making not just personal learning innovations but actual institutional change.

9) Make Alliances with Other Change Makers--offers lessons and examples of changes that can and are happening.

10) Reinvest in Public Education: discusses the devastating effects of the thirty-year downward trend in U.S. public funding for education and offers international perspective on what is happening elsewhere.

BONUS: Just Do It! An interview with with Dennis Quaintance, CEO of Proximity Hotel, Greensboro, North Carolina, who crowdsourced, along with eighty other works, the nation's first Platinum LEED (sustainable) hotel. They learned from others. They experimented. They committed themselves to do it. They succeeded. Moral of this story: If eighty people in North Carolina could do this, why isn't everyone else? It wasn't that hard. So again, the question: If we could do it, why isn't everyone else?
______________________________________________________________________
Spring Break: Wednesday, March 12, 2014
Note: Coursera ends March 5; Christopher Newfield’s UCSB class ends Tuesday, March 11;
David Palumbo-Liu’s Stanford class ends Wednesday, March 14; Professor Howard Rheingold’s class ends Tuesday, March 13.
______________________________________________________________________
Wednesday, March 19, 2014
Learning Design Workshop I (The Un-Class)
Drawing from what we accomplished the first half of this course, what is your project for the last half of the course? How will you take what you have learned and communicate it? What will you do to make it as effective a lesson as possible beyond the sphere of this course.

“Un-Class” (i.e. like an Un-conference). Pitch ideas. Create Teams. Project Assignments, Job Descriptions, Roles.

What innovation do you propose for higher education? Who, what, where, why, how? What tools? What methods? What partners?
“Un-Class” (i.e. like an Un-conference). Pitch ideas. Create Teams. Project Assignments, Job Descriptions, Roles.
______________________________________________________________________
Wednesday, March 26, 2014
Learning Design Workshop II (Project Pitch and Crit Session)
15 minute presentation of team project: napkin sketch, maquette or power point presentation--argument, project objective, audience, communication plan. Class “crit” session.

Peer assessment of contribution #1: is everyone satisfied with level of contribution by each member of the group? (“Badging” exercise, pp. 234-236, Field Notes to 21st Century Literacies)
_______________________________________________________________________
Wednesday, April 2, 2014
Learning Design Workshop III (Revised Project Pitch and Plan to Launch Into the World)
Revised 15 minute presentation of team project: napkin sketch, maquette or power point presentation--argument, project objective, audience, communication plan. Class “crit” session.

Assignment: Put your project out into the world. What assignment do you have for the class? How will you call upon others in your networks (our class, our co-located classes, HASTAC initiative partners, Coursera participants) to further your objectives? Mobilize your network!

Peer assessment of contribution #2: is everyone satisfied with level of contribution by each member of the group? (“Badging” exercise, pp. 234-236, Field Notes to 21st Century Literacies)
_______________________________________________________________________
Wednesday, April 9, 2014
Learning Design Workshop IV (Results? What next?)
15 minute presentation: Report on what happened with your project. Reach, spread, analytics, impact, self-analysis.

Peer assessment of contribution #3: is everyone satisfied with level of contribution by each member of the group? (“Badging” exercise, pp. 234-236, Field Notes to 21st Century Literacies)
_______________________________________________________________________
Wednesday, April 16, 2014
Last day of class

Party Like It’s 2099!
_______________________________________________________________________