He says about his proposal:
What I hadn’t anticipated was interest in taking this class from people in my twitter network, mostly grad. students at other universities where a course like this is not offered. So, then I started thinking, why not give the class away for free to those who want it?
It made me think of David Wiley’s venture into the same territory. Some of the assumptions is Wiley’s class about the relationship of traditional teacher and student led the course into some difficulties with the “volunteer” students in week X.
Parry’s post suggests
Grad students who are currently enrolled at another university though could arrange with their home institution to take a directed reading on this material, with a professor at their university signing off on it, perhaps by writing a seminar paper which that professor would evaluate.
Which would require those students to write an extra seminar paper. Seems like busywork for a credential, I’d much prefer to see the course designed starting from ideas in Downes’ Open Source Assessment . I wonder what assessment Parry could set for this course and how he could facilitate the diverse group working toward accomplishing that assessment, how they might provide feedback and guidance to one another, how they might bring in other expertise and perspectives — in short, how they could act more like 2.0 Learners. (this last post was written thinking about elementary ed, but see latter paragraphs for application to higher ed.)
My question would be, in a course on Networked Knowledge, taught to a diverse online group, why not do the Full Monte — strip this course down to an open assessment that the community can engage in.