This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism at a moment when feminism is under worldwide siege.
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Giuntini, Parme; Anne Swartz; and Kathleen Wentrack. 2017. "MOOCs 2.0: Reviewing n.paradoxa's MOOC on Contemporary Art and Feminism." Art History Pedagogy & Practice 2, (2). https://academicworks.cuny.edu/ahpp/vol2/iss2/5