Hi David!
Thanks for encouraging dialogue on this issue facing all of us nationally and globally. I get the broader points you are saying, especially about unpaid labor. However, the normal rules don’t apply here because the situation is not normal at all.
This virus is definitely spreading and may keep us all quite cooped inside for a while. We need some quality options for continuity in learning and the university already has the technical tools to do so—we need to learn how to flexibly
use them to foster good pedagogy (“pandemic pedagogy” so to speak, to borrow a phrase from one of the many burgeoning Facebook groups that sprouted up overnight). For instance, we can use some of the pre-existing tools at no extra cost to do authentic instruction
like dialogue, engaging tasks, and student-driven learning. Since we already an established license for these tools (e.g., Canvas and Teams), there is no risk for getting hooked only to find a hidden price tag later.
Albeit, distance learning courses can’t be developed overnight, so to speak, but through dialogue and trust, we can learn from one another to share ideas and put things together the best we can. I call this reciprocal knowledge sharing—we
can keep it simple while looking around to get new ideas from peers in our field in the same boat. We don’t have to learn all there is to know about online. Good enough will be sufficient. A little effort goes a long way with distance education, I have found,
in my experience and in empirical research I have conducted.
The main thing here is we have to help each other out, especially since we have layers of added issues—stress, health, coping, logistics, etc,. That is, we lend a hand, ask others how we might lift their load, share expertise, find technical
tutorials online, and encourage one another. It is ok to say to our students we may be doing some improvising but that we are trying out best given the circumstances. I am doing a lot of work towards this preparation and I see the crisis of the situation as
an over-riding factor.
Check out my video series on the nuances of this topic and ideas for getting started:
https://www.youtube.com/playlist?list=PLk953h0GnBE56oOHXqjOzGfD5FVLgzuPC.
Let’s figure this complex situation out together and help each other out the best we can in tough circumstances….I think we can continue to reflect along the way about it, too.
Peggy
Peggy Semingson, Ph.D.
Associate Professor of Curriculum and Instruction
College of Education
The University of Texas at Arlington
*New: encouragement video for students:
click here
UTA Faculty Senator, Rep. for TX Council of Faculty Senates
Distinguished
Teaching Professor
2019
President's Award for Transformative Online Education
UT System Regents' Outstanding Teacher
ILA Jerry Johns Outstanding Teacher
Educator in Reading Award
USDLA Best Practices Award for Excellence
in Distance Learning Teaching
Office: Science Hall 322-L
From: Center for Theory <[log in to unmask]>
On Behalf Of Arditi, David M
Sent: Sunday, March 15, 2020 10:54 AM
To: [log in to unmask]
Subject: Online Teaching and Hegemony
Colleagues,
While I think the university shutting down was necessary to protect potentially vulnerable populations, we need to be careful about how proceed with our classes. Here are some thoughts in the tradition of critical theory. I write this as
someone who teaches online and designed a well-received online course.
We're witnessing how crisis capitalism has a way of massively shifting our day-to-day existence. The fact that so many are willing to create online course materials without compensation or course
reductions speaks to hegemony. Antonio Gramsci argued hegemony is so powerful because we consent to the processes that oppress us and/or others. We're consenting to a change in the education system.
I’ve heard many colleagues fret in the past about the move to online teaching. Generally, I understand and share many of the same concerns, but see the benefits to making education more accessible.
There is a huge benefit for single parents who work full-time but want to finish their education. Or people with crushing anxiety who feel uncomfortable in a traditional classroom setting. Or people who travel for their job, but want to receive a college degree.
This move online to deal with coronavirus does not affect those students in any direct way.
What is happening is a massive amount of unpaid labor to convert our in-person classes online without any resources. There is no information about what happens to these materials you develop after
you develop them. The normal process for developing online classes at UTA involves working with the Center for Distance Education, extra pay, and/or receiving course load reductions because online courses are a huge labor undertaking to be done well. When
you complete these, there is a copyright agreement. Developing novel course materials on your own and handing them over to the university has been a hard fought issue over the past two decades. What happens when the crisis is over? Do we return to normal or
will we have lost control of our intellectual labor? Will universities decide that if it worked during a crisis, it can work any time? Will we be shut down during other periods because our students succeeded through the coronavirus shut down?
The problem is the system appeals to our heartstrings. We want to do right by our students. We want to navigate the crisis by teaching them and (hopefully) making them better people. To do so, we
try to be better people and put our apprehensions about the process aside. However, this is how hegemony functions. We feel we need to do it. It’s also worth noting that students did not consent in this process. If they didn’t sign up for online education,
they may have a number of reasons for choosing on campus classes. Another function of hegemony is for some to consent and force their will on others.
There’s the move by some education companies to provide free resources to faculty moving courses online. This can be useful, but be careful. They will return to charging for this material because
they are not making the materials open access. The move reminds me of Nestle providing a month’s supply of free formula to poor populations in the global south. When these mothers ran out of the formula supply, their breastmilk already dried out, forcing them
to pay for formula. Education companies provide these resources free to hook us – most of us won’t continue using, but enough will begin using these features for these companies to make huge profits from our time in need.
As far as my plan. I created an online version of my Introduction to Popular Culture course in collaboration with CDE. For this course, I will make the modules available to my students on a week-by-week
basis (notes, discussions, powerpoints, quizzes and exams). For my upper-division Science & Technology in Society course, I’m changing the syllabus to require reading responses and discussion boards. I’ll comment in the discussion and grade their posts. The
idea is to get through a bad situation and hopefully teach them something.
Here’s also an article I saw in the Chronicle this morning:
https://www.chronicle.com/article/Academe-s-Coronavirus-Shock/248238?key=4hnbV5pI8DX5eMPXF6nV_YqJsRMbo0ItFsZ1aXo32R2-5YfxpN4efHVkJv8AI4RAYjJ3aC01b1lBX3BkT0t2M2dqQkRVaTF2VTh6eFR3RlMwSXgyN3o2c09OQQ
Please feel free to discuss and /or circulate.
Best wishes,
David
Dr. David Arditi
Associate Professor of Sociology
Director of the Center for Theory
University of Texas at Arlington