Abstract
Since the rapid rise of the massive open online course (MOOC) in 2011, online learning has increased sharply. Various platforms such as Coursera, FutureLearn, and Udacity enable academics to develop and manage single courses that often enroll vast numbers of learners. These platforms provide a unique range of instruments for an academic to embed discipline knowledge and skills development into the course. In this chapter, the authors examine the MOOC they created for the FutureLearn platform called Creative Coding. They explore the historical contingencies through which algorithmic thinking and coding literacies are being ubiquified across various cultural spheres of activity and also the '‘technical and cultural prism’’ through which these literacies are filtered. These contingencies and literacies provided a framework for the production of the Creative Coding MOOC, which is discussed in the latter half of this chapter.
| Original language | English |
|---|---|
| Title of host publication | Teaching Computational Creativity |
| Editors | Michael Filimowicz, Veronika Tzankova |
| Place of Publication | New York |
| Publisher | Cambridge University Press |
| Pages | 191-209 |
| Number of pages | 19 |
| ISBN (Electronic) | 9781316481165 |
| ISBN (Print) | 9781107138049 |
| DOIs | |
| Publication status | Published - 1 Jan 2017 |
Keywords
- Creative coding
- Creativity
- Cultural studies
- Generative art
- History of art
- Mooc
- Online learning
- Programming
Cite this
}
Between code and culture : developing a creative coding massive open online course. / Guglielmetti, Mark; McCormack, Jon.
Teaching Computational Creativity. ed. / Michael Filimowicz; Veronika Tzankova. New York : Cambridge University Press, 2017. p. 191-209.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
TY - CHAP
T1 - Between code and culture
T2 - developing a creative coding massive open online course
AU - Guglielmetti, Mark
AU - McCormack, Jon
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Since the rapid rise of the massive open online course (MOOC) in 2011, online learning has increased sharply. Various platforms such as Coursera, FutureLearn, and Udacity enable academics to develop and manage single courses that often enroll vast numbers of learners. These platforms provide a unique range of instruments for an academic to embed discipline knowledge and skills development into the course. In this chapter, the authors examine the MOOC they created for the FutureLearn platform called Creative Coding. They explore the historical contingencies through which algorithmic thinking and coding literacies are being ubiquified across various cultural spheres of activity and also the '‘technical and cultural prism’’ through which these literacies are filtered. These contingencies and literacies provided a framework for the production of the Creative Coding MOOC, which is discussed in the latter half of this chapter.
AB - Since the rapid rise of the massive open online course (MOOC) in 2011, online learning has increased sharply. Various platforms such as Coursera, FutureLearn, and Udacity enable academics to develop and manage single courses that often enroll vast numbers of learners. These platforms provide a unique range of instruments for an academic to embed discipline knowledge and skills development into the course. In this chapter, the authors examine the MOOC they created for the FutureLearn platform called Creative Coding. They explore the historical contingencies through which algorithmic thinking and coding literacies are being ubiquified across various cultural spheres of activity and also the '‘technical and cultural prism’’ through which these literacies are filtered. These contingencies and literacies provided a framework for the production of the Creative Coding MOOC, which is discussed in the latter half of this chapter.
KW - Creative coding
KW - Creativity
KW - Cultural studies
KW - Generative art
KW - History of art
KW - Mooc
KW - Online learning
KW - Programming
UR - http://www.scopus.com/inward/record.url?scp=85047949541&partnerID=8YFLogxK
U2 - 10.1017/9781316481165.009
DO - 10.1017/9781316481165.009
M3 - Chapter (Book)
SN - 9781107138049
SP - 191
EP - 209
BT - Teaching Computational Creativity
A2 - Filimowicz, Michael
A2 - Tzankova, Veronika
PB - Cambridge University Press
CY - New York
ER -