What ds106 was or wasn’t for me when I started the class doesn’t take any of its power as a model (or lack thereof) away from the many people who helped define the experience. That’s what I am having a hard time getting my head around, what experience of university are we defining here? Yours? Mine? Someone else’s? That’s the very thing you caution me against in the post above, so why the privileging of yours? It seems the one education experience you had and we “are losing” is a pretty comfortable stance to take? What does that look like, and for whom? You take a shot below at Downes when defining the internet as a model, but seem to completely disregard how close your off-handed response is to the educational systems you are defending (is the internet mostly male? —where is that stat from?).
Now, let me be clear here, I am not defending the dismantling of public education because it is broken—I think my blog would reinforce that pretty regularly. [And I have struggled with the useful idiot vision as you know.] Rather, I am mourning the fact that saying you want to save public education doesn’t mean the machine still can’t eat it. I’ve been pushing hard here in Virginia to bring this very discussion about funding and public institutions to the table recently on a state-wide level, so I haven’t given up hope, yet I don’t really see any of the venerable organizations and movements to “reclaim” education having any impact at all. And when experiments like EDUPUNK, ds106 and the MOOCs get co-opted, folks are accused of more “creative destruction” that is somehow fucking with the great populist movement to save education somewhere? Really? Where is it? I want to join!
I understand the polemics, but like Martin, I want to do something that matters. I want to frame an issue that means something, and I guess in that regard I have to thank you because you are making me push myself to define just what that is. I can’t go one. I’ll go on.