Duke’s Composition MOOC & Writing Commons, First-Day Musings

Yesterday (3/18/13) at Writing Commons, the open-education home for writers, we had unprecedented interest in our project: 7,071 unique visitors came to our site!

What caused our readership to more than double in a day?

Professor Denise Comer’s team from Duke University launched its ground-breaking Composition MOOC, English Composition I: Achieving Expertise.  In case you missed the announcement, Duke’s MOOC is supported by the Bill & Melinda Gates Foundation and hosted by Coursera.  If you’re curious about MOOCs and composition, you can still enroll: 
https://www.coursera.org/course/composition
.

Welcome Duke MOOC

3/18/13 is a pretty huge day @ Writing Commons thanks to the Duke MOOC!

Writing Commons Post CardIn past blogs, I’ve chronicled the development of Writing Commons, the Open Education Home for Writers, with hopes that my experiences developing an Open Education Resource (OER) might be of interest to faculty across the disciplines.  I’ve argued that faculty might want to consider contributing to Writing Commons or other OERs that are peer-reviewed, that faculty might want to develop their own OERs and try to grow communities around their projects.  And I’ve argued that CC 3.0 NC ND is a viable copyright license for faculty who are re-purposing a textbook.

Although I’ve been working on Writing Commons for over a decade, I assumed I’d need another ten or twenty years before the project became widely used.  Instead, I feel like a NASA engineer whose rocket is going to blast off from Cape Canaveral.  Why?  This past week I learned that Duke University has adopted Writing Commons for its upcoming MOOC, which is funded by the Gates Foundation.  By 3/18, we can expect an additional 50,000 to 75,000 students to come banging on our door.  Now it may be true some of these students may not stick around for the full MOOC but we certainly want to make them feel as welcome as possible.

Progress of Writing Commons Monthly Visitors January 2012 to February 2013.

Progress of Writing Commons Monthly Visitors from February 2012 to February 2013.

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Contrary to Arguments by Hardcore Open Education Advocates, Creative Commons NC ND Is A Valid License for Academic Authors

ccncnd

Various talented folks and communities (e.g., the Open Knowledge Foundation and QuestionCopyright.org) believe Creative Commons should retire its NC ND clauses.  Students for Free Culture argue the NC clause is “completely antithetical to free culture (it retains a commercial monopoly on the work).”   Timothy Vollmer  asserts the NC ND clauses should be renamed ““Commercial Rights Reserved” because this license fails to “provide for all of [these] freedoms:

  • “the freedom to use the work and enjoy the benefits of using it
  • the freedom to study the work and to apply knowledge acquired from it
  • the freedom to make and redistribute copies, in whole or in part, of the information or expression
  • the freedom to make changes and improvements, and to distribute derivative works”

Clearly, adopting an NC or ND clause is less free than adopting a CC 3.0 SA license, which permits, for example, users to benefit commercially or produce derivative works.  However, this doesn’t mean a CC 3.0 NC ND is not a free license.  In fact, rather than retiring the CC 3.0 NC ND, I think Creative Commons should affirm these clauses for academics.  There are a good many situations where CC 3.0 NC ND is an ideal license.

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The Gates Foundation and Three Composition MOOCs.

MOOCs (Massive Open Online Courses) have been getting a lot of attention lately.  The idea of free access to higher education via  online classes challenges our traditional assumptions about good undergraduate pedagogy–that small class sizes and significant face-to-face time with professors are crucial to learning.  As a parent with two kids at private universities, I find the idea of a quality, free education particularly appealing.

In its November 13th press release, Gates announced awards of 12 grants for a total of 3 million dollars to develop MOOCs for a variety of courses–from developmental math to English Composition.  Given my commitment to developing Writing Commons, http://writingcommons.org, so that it’s the go-to site for any college student with a writing question, you can imagine how keen I am on the idea of using Writing Commons for MOOC-orientated writing courses.  That said, to be qualified for Gates’ funding for MOOCs, applicants had to convince a university to write a letter of support for the project.  In my case, for good reasons, this proved impossible.  After all, the worry goes, if you argue that composition can truly be taught to several hundred thousand students at a time, well, then, how do you defend the idea of small class sizes for writing courses?  Wouldn’t successful MOOCs undermine undergraduate education–especially in states with governors who are antagonistic toward education, in states where the bottom line provides the lens for judging success in higher education–the cheaper the degree (say a $10,000 community college degree) the better?

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First-Year Composition: Teaching or Service?

The November-December issue of Academe looks at faculty service. It is perhaps the most ambiguous of the traditional triad along with teaching and research, and the articles in this issue seek to describe the different ways that faculty conceive of service, and the different ways that service is (or is not) recognized. Read the issue here.

When faculty teach introductory writing courses, should that count as “teaching,” in the traditional sense, or “service”? It seems absurd to suggest that teaching students is anything other than teaching, but consider: many of these classes are required for all students at a university, which means English departments need to scramble for instructors. Since everyone takes them, not all students will be as interested and involved as in a higher-level English class. Linda Adler-Kassner and Duane Roen discuss these and other issues in their new Academe article, “An Ethic of Service in Composition and Rhetoric.”

Family Matters

The following is a guest post by Donna Potts, chair of the AAUP’s Assembly of State Conferences. She is also a contributor to the newest issue of Academe. In this post, she expands on the issues in her Academe article. 

Watching the movie Taken, in which Liam Neeson’s daughter is abducted into the sex trade and heroically rescued by her father just in time, my mother exclaimed, “imagine if that were your daughter.” Imagine that.

In “Service, Sex Work, and the Profession,” I wrote about Kristy Childs, founder of Veronica’s Voice, an organization that offers support to prostituted women. She works hard to get people to understand that women, as well as the children who have more often been the focus of media and public policy attention, have been coerced into sex trafficking, and they’re all somebody’s daughters. Childs recently asked me to organize a letter writing campaign in hopes of finding a celebrity spokesperson for the cause. Neeson was first on my list, with actresses like Dolly Parton (Best Little Whorehouse in Texas) and Julia Roberts (Pretty Woman) trailing somewhere behind, because whereas his film suggests the horrors of prostitution and recognizes the degree to which it is coerced, many others romanticize it to the extent that women who have survived prostitution can’t even bear to watch them.

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Superexploitation, in the academy and ancient Rome

The November-December issue of Academe looks at faculty service. It is perhaps the most ambiguous of the traditional triad along with teaching and research, and the articles in this issue seek to describe the different ways that faculty conceive of service, and the different ways that service is (or is not) recognized. Read the issue here.

Marc Bousqet wants to talk about Spartacus. Not the 1960 film—the current HBO series. Surprisingly, he sees in it a strong parallel to the current state of academic labor: both modern faculty and ancient gladiators experienced what Bousqet calls “superexploitation.” What lessons can we learn from Rome? Read Bousqet’s article in the new issue of Academe and find out.

When Service is Overlooked

The November-December issue of Academe looks at faculty service. It is perhaps the most ambiguous of the traditional triad along with teaching and research, and the articles in this issue seek to describe the different ways that faculty conceive of service, and the different ways that service is (or is not) recognized. Read the issue here.

Thomas Miller has been serving on promotion and tenure committees for decades. In that time, he’s seen how faculty service is taken into account when considering a candidate, and seen it often take a backseat to other faculty work. Research has always been considered a faculty member’s “real” work, he writes, though tenure committees are increasingly taking teaching into account as well. But “service and outreach remain peripheral” to such considerations. Read the full story here, from the November-December issue of Academe. 

“Reimagining the Meanings of Service on the Streets of Detroit”

The November-December issue of Academe looks at faculty service. It is perhaps the most ambiguous of the traditional triad along with teaching and research, and the articles in this issue seek to describe the different ways that faculty conceive of service, and the different ways that service is (or is not) recognized. Read the issue here.

Maria Cotera is an associate professor at the University of Michigan. For years, one of her passions has been volunteering with members of the Detroit community, working to create El Museo del Norte, a museum about the Latin American community in the Midwest. It’s clear that this work falls into the category of “service” that we mean when we talk about community service. It primarily serves the local community and is not meant to advance Cotera’s personal interests. But it also takes valuable time and effort that could be spent on more traditional institutional service. When she is up for a promotion, will this be taken into account? Did it help her with her research and teaching directly, or only indirectly? Read the full article here.