Online education and creative industries challenges

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Из курса от партнера National Research University Higher School of Economics

Cultural and creative industries

2 оценки

National Research University Higher School of Economics

Cultural and creative industries

2 оценки

Main objective of this course is to trace the development of the Cultural and Creative Industries as an idea and as concept and to identify the key points of changes within it in relations with contemporary digital connected world. Another important task of this course is to provide the deep understanding of the difference between cultural and symbolic meaning products (such as films, recorded music, book and periodicals, online media content etc) and other kind of goods. This course will help you to: - Identify main peculiarities of cultural and symbolic goods in their difference with other branches of economy in terms of production chain, risks, relationship between different stages of production. - Be able to analyze cultural products and symbolic goods from the organizational, economic, business model point of view. - Be able to invent new business models and analyze cultural products in terms of their productions risk. - Be able to analyze cultural policies and creative industries/clusters policies. Main prerequisite to this course is to be able to produce analytical texts in humanities. Normally the course addresses all students of master level interested in peculiarities of media and cultural economy and management. This course is strongly not recommended for those who: - Analyse any market or industry only in microeconomic terms (supply and demand, level of competitions etc). This course is not about market but about peculiarities of symbolic goods; - Try to interpret culture only in terms of marketing and management (i.e. culture is considered like a simple good to be sold to the consumer). This course considers it more broadly like a human agency to produce meanings of everyday life. That’s why cultural goods are different and can not be interpreted exclusively in terms of consuming and need more or less state support; - Try to interpret culture like pure “art” and consequently are absolutely not preoccupied by organizational aspect of its working. This course uses a large number of concepts coming from different fields of science: political economy of communications, cultural studies, sociology etc. Some aspects of the course are commented by known scholars in this field such as David Hesmondhalgh (University of Leeds), Phillipe Bouquillion (University Paris 13 Nord), Bernard Miege (Grenoble Alpes University).

Из урока

Education as creative industry

Theories of creative industries will be applied for analysis of education. Using the concept of creativity we'll explore new forms of education in universities.

Industrialization of education5:46

Academic creativity7:33

Evolution of different forms of creativity within university8:04

Creativity in scholastic university9:47

Creativity in Humboldt university5:06

Creativity in the universities of new forms6:48

Applicability of cultural and creative industries theory to the academic world9:48

Academic contract and contract in cultural industries11:23

Education from standard to blockbuster model7:40

Online education and creative industries challenges8:26

Creative writing as example of the creativity development in academia4:22

Critique of the new creative university8:24

Познакомьтесь с преподавателями

Iliya Kiria
Professor
Department of Media

Another challenge we can observe,

It's of course the online education.

And this is the challenge not only for the education system,

but also for creative industries challenge.

First of all, online education deals with a lot of mediatized content.

So we have deal with a reproducible content so it's industry.

We have deal mainly with audiovisual content,

or mediated digital interactions.

Any kind of learning through the online platforms it's

the mediated digital interactions between those who are programming these platforms,

and the authors of the course,

and the students they enrolled.

And they are a lot of audiovisual content especially the video lecture,

for example inside the Massive Open Online Course,

like our course for example.

So it means that online education enters into

ecosystem of core cultural industries because as we said,

already core cultural industries is

the cultural industries based on audiovisual and video.

So it's according to one of

the culture industrial model or model of creative industries concentric circles.

So of course we can absorb different forms of such online education.

For example, one form is blended learning which is

combining online and offline interaction,

which is combining automatic tests for example with non automatic tests

so verified by the particular monitor or master.

We have deal with Massive for Open Online Course which are completely online.

And the new model it's so-called blockchain education which is based on the

making that the entire curricula from

different online courses which is recognized by a particular university for example.

And when these universities delivering the diploma,

guaranteeing that these people is obtaining that particular degree

after obtaining few massive or mass oriented online courses.

Of course, all these we'll say

orientation to online education

especially Massive Open Online Courses could

be regarded as possibility to make the elite education mass-oriented.

It was one of the main idea of Massive Open Online Course,

for example if we'll take a look on one of

the interpretation of these field from New York Times in 2012.

We can find this citation,

"Nothing has more potential to lift more people out of poverty,

by providing them an affordable education to

get a job or to improve in the job they have.

Nothing has more potential to unlock

a billion more brains to solve the world's biggest problems".

So the idea that online education

it's something which will solve the problem of poverty for example.

So this is the idea that massive oriented online courses is, we'll say,

working as a social lift which providing the people from

poor classes the possibility to obtain

the Harvard education because they can't pay the tuition fee.

So, and of course as we can see it's very similar to

this ideology of the creativity as they're now solving problem of the Employment Policy.

So it's absolutely the same creative turn.

You're just improving the creativity and you're becoming the creative banker,

or creative designer, or creative someone, et cetera.

And probably the state don't need to pay you

a lot of money because you are working for pleasure, like this.

So it's the same idea of reworkiing

the middle class which has been pointed out by Angela McRobbie in our sixth week.

So of course, one of such outcomes we

can observe it's the idea of

napsterization of data creation or uberization of the education.

Because what is the uberization,

is the idea that there is no organizational borders,

there is no borders between the university,

the course is mainly proposed for audience outside the university,

the course could be taken by different people,

from different countries, et cetera.

The idea that there is no organizational borders.

Another is the idea that curriculum or education

inside this new model is understood as a set of

courses which could vary depending on consumer choice.

So idea that the person who is taking

their online courses is able to make by himself the decision,

which course will be good for him and which not.

Which course will be good to obtain the qualification and which not.

So, and this is a very huge difference from the classic university model where

finally the people is coming to the program to the curricula,

and the curricula administration saying,

I think that you should obtain this courses and their obligatory manner.

Why? Because I'm the author of this education.

And the remaining courses you can choose it's the so-called choice,

is the so-called free curricula.

So is the idea that consumer choice could drive

the quality which is finally could be questionable in the field of education.

Yeah, another phenomena we can call it an napsterization of the education.

What is napsterization?

What did the online site Napster?

Napster was the online platform,

who was the first to sell the music not buy albums, but by tricks.

Proposing different tracks to people.

So the same with education,

instead of online education,

instead of proposing you as a consumer,

entire curricula for a particular qualification, the online model,

the online platform proposing you the different tracks,

different courses and by yourself you're taking

the decision of what course could be good for you and which is not.

So the idea that this is the idea for another role of the user in education.

This is a user organized learning and of course the idea that

the consumer choice is based on

a ranking or composed from different grades of and other consumers.

So this is an idea of uberization. What is the uber?

Uber it's just a tool connecting the drivers with

good rankings and the consumers, the passengers.

Passengers are ranking each driver,

driver are ranking passengers.

So quite similar idea in online education.

The idea that you can filter the quality on the basis of individualized grades.

Of course, this idea also could be questioned and

we'll take a look on it in the final part of

this week when we will speak about

the criticism of the new way of education or the new models of education.

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