Al Filreis’ Modern and Contemporary American Poetry (ModPo) open course/Coursera MOOC has started again today. This is the third iteration of this course. I didn’t catch it first time around, but I did complete the course last year (2013).
I have just listened to the introductory video, which I realize is the same one that was posted in 2013, but it has still had the same motivating effect on me as it did last year, although it is interesting how this time, now knowing the poets that are being talked about, I have heard different messages.
If you have not participated in ModPo before, then I can recommend it. I know very little about poetry, little more than what I learned in this course last year. I have some poetry books on my bookshelf and I like to hear others talk about and read poetry, but I don’t seek it out for myself. So why would I return to ModPo a second time?
My work and real interest is in how people learn. What I find so fascinating about ModPo is how much of what happens in this course resonates with my own personal interest in how people learn. There is so much to learn from the way in which the poets use language for meaning making.
So what is it that makes ModPo (for me) such an effective learning environment?
A lot of my work and research focuses on open and emergent learning. A Coursera MOOC is, by my definition, not 100% open. For example, I can’t research the learning that takes place in the ModPo discussion forums. That data belongs to Coursera. I cannot assume that the resources within ModPo are openly available (although some of them are). I have to check copyright. I cannot take the ModPo syllabus and remix and repurpose it for my own ends – not that I want to. I am just making the point that ModPo does not fulfill some of criteria for openness that from my research need to be present for emergent learning. But it must fulfil enough, as there is plenty of evidence of emergent and even transformational learning in ModPo.
How does ModPo do this? What is it that makes the environment/course special?
I think a number of factors contribute to this. Here are some that have occurred to me, in no particular order of preference and of course, other ModPoers will have different perspectives. That’s what ModPo is all about.
– A very vibrant community has formed around ModPo with a Facebook site that remains active between courses and an active Twitter stream. This community is full of people who are passionate about poetry.
– ModPo has an energetic, charismatic and very well informed (his expertise shines through) leader in Al Filreis, who is also passionate about poetry and about teaching. I don’t think the importance of this can be underestimated. In addition, he has a group of 10 teaching assistants (TAs) who are with him in his videos. These TAs (past students) are also very knowledgeable and add great depth to the discussions about poetry through their alternative perspectives. They also offer office hours on the course, which means that we can contact them directly with specific questions.
– Al has also established a group of ‘alumni’ (community TAs) to help out with moderation in the discussion forums. They are worth their weight in gold, because the forums are overloaded with discussion – so much so, that for me it is too much. Last year one of the community TAs, Carol Stephen, did help me out and interact with me briefly, which I appreciated given the huge number of people in the course (30000+ already this year, on the first day of the course). I didn’t join the forums last year, and I will only be dipping into them this year – but this does mean no certificate, even if you do all the assignments, quizzes and peer reviews – as I did last year. The requirement is a weekly post to the discussion forums. For me, it’s enough to follow along and learn. On reflection I have realised that it is enough for me to connect with the ideas. ‘Noisy’ forums and me just don’t go together – although I might lurk! I’m more of a one to one person.
– The course is also full of resources and content – a huge diversity of resources. PennSound , Jacket 2 magazine and Al Filreis’ website. Resources are also created by participants who share their own poetry and close readings.
– It is a challenging course. To complete it you have to work hard and put in the hours. If you complete it you feel that you have achieved something, not least what it means to do a close reading of a poem. For me a close reading of a poem gives me an insight of what it might mean to close read a book or a journal paper.
– But what really makes this course special for me is the sense of place that it creates. Al Filreis runs his course from a physical location – the Kelly Writer’s House, which last year he took us round by video. We go into the different rooms and meet the students and teaching assistants and see who they are talking to, where they are sitting, what they are eating. When Al does his videoed close reading of the poems we read, all his teaching assistants are around him (Al’s Pals as he calls them), each voicing their own thoughts and modelling what it means to do a close reading. We, as online participants, feel that we get to know these teaching assistants and that we are in the room. I think this aspect of the course must be unique. I haven’t come across it anywhere else. There is also a weekly live streamed meet up in the Kelly Writer’s House, which anyone physically in the area can drop in to and some ModPoers do.
Last year after I had listened to the introductory video, the poem by John Yau caught my attention and I ended up writing this post.
This year, when the teaching assistants, introduced themselves by talking about their favourite poems, I was able to listen more carefully to what they were saying, because I knew the poets and poems from last year. All the teaching assistants are great and if I could, I would link here to all their introductions to themselves on the Coursera site – but as I mentioned above Coursera is a closed site, so I can’t do that, although I have found this link which lists them all, including the community TAs.
As it is – I’m going to just record here the comments that stood out for me from this video.
Emily Harnett recommended Cid Corman’s poem ‘It isn’t for want’. For her this poem is about the relationship between reader and writer. As a blogger, I can relate to that.
Dave Poplar recommended Jackson Mac Low’s poetry – which he said challenges us to read differently and think differently. I aspire to that.
Kristen Martin recommended Lyn Hejinian’s poem ‘My Life’ and said that this poet shows us that life isn’t lived linearly and you should not have to write about it in a linear fashion. This comment immediately resonated with my recent reading of Deleuze and Guattari’s work (A Thousand Plateaus) and their concept of the rhizome and ideas around starting in the middle.
Finally Al Filreis finishes off with John Yau’s poem, saying
The how of what they [the poets] are doing is the what
How you say what you say is what you say
How you say what you say is more important than what you say
The how of what you say is what you say
Form is content
We are going to read – that is interpret – form
In this course we will learn how to undo the way we learn to read
Take this course because you’ve spent too much time thinking of language as a utility and not enough time thinking of language as self-making – the selves you will meet in these poets are languaged selves… it’s time for us to focus on the how of our language.