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Rita Raley - Courseware.com

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Published on May 14, 2013

From the rise of for-profit universities to the push to develop online "content modules" branded with the names of established universities, it is clear that the 21C university is fundamentally networked, nearly impossible to envisage without the objects and methodological practices of the computational sciences. Profound shifts in delivery and distribution, as with courseware and open education initiatives, have been commonly recognized, though slightly less critical attention has been paid to processes of disaggregation, as in the development of tutoring centers on the model of call centers. The new P2P universities are driven by the principle of disruptive innovation, beginning with a corner of the market not necessarily prioritized by traditional institutions (e.g. tutoring, introductory-level instruction) and continually oriented toward a market takeover (online study groups become online universities). A roughly analogous narrative could be written of the Digital Humanities in relation to traditional disciplines. With an eye toward the "dark side," this presentation will consider the production of the aesthetic as techne, the appreciation of entrepreneurialism, and what has become an innovation doctrine in Digital Humanities research, online learning platforms, and the new global networked university alike.

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