[CITASA] CFP: Massive Open Online Courses and Higher Education: Where to Next? (Edited collection, abstracts due November 31 2014)

Mike Kent m.kent at curtin.edu.au
Mon Oct 20 20:33:35 EDT 2014

Apologies for cross posting. Please feel free to circulate this to
colleagues you think might be interested.




Call for Papers




Massive Open Online Courses and Higher Education: Where to Next? 

(Edited collection, abstracts due November 31 2014) 


Edited by

Dr Rebecca Bennett, Murdoch University and Dr Mike Kent, Curtin University 


Since the first MOOC was launched at the University of Manitoba in 2008,
this new form of the massification of higher education has been a
rollercoaster ride for the university sector. Sebastian Thrun of the Udacity
MOOC provider initially predicted that the disruptive influence of the MOOC
would leave only 10 institutions providing Higher Education in fifty years'
time (Leckart 2012). However, just one year later, he abandoned the higher
education space to focus on corporate training and admitted that his
company's MOOCs in higher education were often "lousy" (Schman 2013).
Despite the shift in focus, MOOCs are still regarded by university leaders
as having a disruptive influence on the sector. Whether this disruption
benefits or harms higher education institutions is a complex and contested
conversation, with multiple stakeholders and perspectives to consider.    


MOOCs have been criticized for their high rate of failure and their
behaviorist pedagogical approach (Bates 2012), and others see these new
models of education as a threat to the prevailing structure of universities
(Grove 2013; Shirky 2013; Zhu 2012,). Indeed, some of the criticism levelled
at these platforms seems aimed at online learning and teaching in general.
More positive readings point to the high number of students who have
completed units of study in these environments, despite the low pass rates
(Daniel 2012). MOOCs have also been celebrated for their potential to
provide access to higher education for a whole new range of participants and
as an effective vehicle for the promotion of institutions, academics and
courses; and the university experience, as a whole.  


This volume seeks to explore the future of the MOOC in higher education by
examining what went right, what went wrong and where to now for the
massification of higher education and online learning and teaching. We are
looking for chapters that address these and other areas relating to the rise
(and/or fall?) of MOOCs in higher education. 

.             Case studies of past and/or present:

o             Failures and/or successes

o             Best and/or worst practice

o             Student perspectives 

o             Academic perspectives

o             Business perspectives


.             Possibilities and pitfalls for the use of MOOCs in the future

o             Pedagogical implications

o             Practical applications

o             Economic consequences

o             Analytics

o             Data mining


.             Any other perspective - conceptual or empirical - that fits
into the title theme. 


Submission procedure:

Potential authors are invited to submit chapter abstract of no more than 500
words, including a title, 4 to 6 keywords, and a brief bio, by email to both
Dr Mike Kent <m.kent at curtin.edu.au> and Dr Rebecca Bennett
<Rebecca.Bennett at murdoch.edu.au> by November 31 2014. (Please indicate in
your proposal if you wish to use any visual material, and how you have or
will gain copyright clearance for visual material.) Authors will receive a
response by December 20, 2014, with those provisionally accepted due as
chapters of no more than 6000 words (including references) by March 20 2015.


About the editors:

Dr Mike Kent is a lecturer in the Department of Internet Studies at Curtin
University. Mike's research interest is in higher education and particularly
online education his edited collection (with Tama Leaver) An Education in
Facebook was published by Routledge in 2014.  His other research focus is on
people with disabilities and their use of, and access to, information
technology and the Internet. He recently co-authored, with Katie Ellis, the
monograph Disability and New Media (Routledge, 2011). 


Dr Rebecca Bennett is a lecturer, academic language and literacy, in the
Centre for University Teaching and Learning at Murdoch University. Her
research in the Scholarship of Teaching and Learning includes recent papers
on digital pedagogies and intercultural communication at university. Her
other research focuses on critical analysis of popular cultures. Her edited
collection (with Angela Jones) The Digital Evolution of Live Music is
currently in press (Chandos Publishing) and due for release in January 2015.



Dr Mike Kent

PhD Murd., Grad. Cert. Edu. (Adult & Tertiary) Murd., BA (Hons) Murd., BA

Lecturer, Department of Internet Studies School of Media, Culture and
Creative Arts


Curtin University

GPO Box U1987 Perth,



Tel | +61 8 9266 2220

Fax | +61 8 9266 3152

Mob| +61 412 442 808


Email | m.kent at curtin.edu.au 

Web | http://www.cultware.com 

Twitter | @cultware




Curtin University is a trademark of Curtin University of Technology. 

CRICOS Provider Code 00301J (WA), 02637B (NSW)


-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://list.citams.org/pipermail/citams_list.citams.org/attachments/20141021/3edf44f5/attachment-0001.html>

More information about the CITAMS mailing list