06 SES 12 A, Towards a Critical Understanding of OE and MOOCs
By searching for the abysses of virtual media, especially of so-called “Massive Open Online Courses” (MOOCs), the paper aims to develop several media-critical questions. These questions will approach the naming, the function, as well as the relationship to reality of a medium that is called massive and open – and promises to offer an unrestricted and free transfer of knowledge. The core question of this talk is whether or not these promises are real and can be fulfilled. Starting with a cultural question and Heidegger's thoughts of the nature of thinking, media-critical thoughts are developed. These thoughts are applied to online courses actually used in the academic sector. The inquiry covers an analysis of the naming, the accessibility, and the openness of the courses, as well as their influence on the character according to the academic ideal of Humboldt. Therefore, also the individual resulting from the use of these online media and his or her abilities of self-determination, sourcing of knowledge, and sophisticated contemplation are analyzed. The consequences for education are considered on the one side in relativization of our idea from knowledge and on the other side in the evidence of the sense and relevance from interpersonal relationships and handwritten documents.
Becker, Matthias; Rojas, Raúl (2014): MOOCs statt Hörsaal. Der Unterricht im Zeitalter seiner technischen Reproduzierbarkeit. Heise Zeitschriften Verlag. Heidegger, Martin (1992): Was heißt Denken? Stuttgart: Reclam. Jäckel, Michael (Hrsg.) (2005): Mediensoziologie. Grundfragen und Forschungsfelder. Wiesbaden: VS. Mersch, Dieter (2013): Medientheorien zur Einführung. Hamburg: Junius. Kim, Paul (Ed.) (2015): Massive Open Online Courses: The MOOC Revolution. NY: Routledge. Leidlmair, Karl (2008): Heideggerian AI. In: Theo Hug (Hg.): Media, Knowledge & Education. Innsbruck: innsbruck university press 2008 (62-73) (http://media.brainity.com/uibk/mbw/joomla/images/proceedings_mwb.pdf).
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