Document Type
Article
Publication Date
6-9-2014
Published In
Journal Of Interactive Technology And Pedagogy
Abstract
This article offers a broad analysis of a POOC (“Participatory Open Online Course”) offered through the Graduate Center, CUNY in 2013. The large collaborative team of instructors, librarians, educational technologists, videographers, students, and project leaders reflects on the goals, aims, successes, and challenges of the experimental learning project. The graduate course, which sought to explore issues of participatory research, inequality and engaged uses of digital technology with and through the New York City neighborhood of East Harlem, set forth a unique model of connected learning that stands in contrast to the popular MOOC (Massive Open Online Course) model.
Keywords
East Harlem, graduate education, inequality, learning, MOOCs, teaching
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
Recommended Citation
J. Daniels, M. K. Gold, S. M. Anderson, J. Boy, C. Cahill, J. J. Gieseking, K. Gregory, K. Hackett, F. Lee, W. Luttrell, A. Matles, Edwin Mayorga, W. Negrón, S. Smith, P. Thistlethwaite, and Z. Tucker.
(2014).
"The InQ13 POOC: A Participatory Experiment In Open, Collaborative Teaching And Learning".
Journal Of Interactive Technology And Pedagogy.
Issue 5.
https://works.swarthmore.edu/fac-education/89
Comments
This work is freely available under a Creative Commons license. A PDF derived from the original publication has been made available here for preservation and sharing purposes.