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anita z boudreau

Half an Hour: MOOC - The Resurgence of Community in Online Learning - 0 views

halfanhour.blogspot.com/...ce-of-community-in-online.html

MOOC community online learning

shared by anita z boudreau on 06 Sep 13 - No Cached
  • My understanding of the term ‘MOOC’ is a bit different; it is derived from a theory of learning based on engagement and interaction within a community of practitioners, without predetermined outcomes, and without a body of knowledge that we can simply ‘transfer’ to the learner.
  • “to teach is to model and to demonstrate; to learn is to practice and reflect.”
  • What we are attempting to repeat on a massive scale in a MOOC is not the delivery of instruction or the management of learning resources. We are trying to emulate, on a massive scale, these small-scale and personal one-to-one interactions. It is this interaction that is the most significant in learning, but also often the most important, and for a course to be truly massive, it must enable, and even encourage, hundreds or even thousands of these small interpersonal interactions.
  • ...14 more annotations...
  • ‘wrapped’ MOOCs, which postulate the use of a MOOC within the context of a traditional location-based course; the material offered by the MOOC is hence ‘wrapped’ with the trappings of a more traditional education. This is the sort of approach to MOOCs which treats them more as modern-day textbooks, rather than as courses in and of themselves.  
  • Our thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. Knowledge, therefore, is not acquired, as though it were a thing. It is not transmitted, as though it were some type of communication. You can’t ‘promote’ something simply by assembling course packages and sending them out into the world.
  • The idea of a connectivist course is that a learner is immersed within a community of practitioners and introduced to ways of doing the sorts of things practitioners do, and through that practice, becomes more similar in act, thought and values to members of that community.
  • So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn. We are all educators, or at least, learning to be educators, creating and promoting the (connective) practice of education by actually practicing it.
  • he course design gradually began to look less and less like a traditional course, and more like a network, with a wide range of resources connected to each other and to participants. And the course became much less about acquiring content or skills, and much more about making these connections, and learning from what emerged as a result of them.
  • Learning is a social activity, and that is why the picture of distance learning wherein each person studies from their own home, supported by a personal computer and desk videophone, is wrong.
  • one of the keys is ownership. By that, what I mean is that the members of the community play a key role in shaping the community.
  • It is not a place where the organizer provides material and the members consume it. It is a shared and constructed environment, where the members along with the organizers play roughly equal roles in content creation.
  • The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
  • People talk of ‘learning communities’ but strictly speaking there is no such thing as a ‘learning community’ – save, perhaps, the strained and artificial creations of educational institutions that try to cram classes into collectives, creating personal relationships where none naturally exist.
  • The value of a community, however, and especially of a learning community, comes from the diversity in the community. Students gather around an instructor precisely because the instructor has knowledge, beliefs and opinions that the students don’t share. They gather around each other because they each have unique experiences. Fostering a learning community is as much a matter of drawing on the differences as it is a matter of underlining the similarities.
  • To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
  • ecent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
  • We might also define three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
anita z boudreau

George Siemens "Designing, development, and running (massive) open Online Courses | abo... - 0 views

aboutmooc.org/...ng-massive-open-online-courses

MOOC cMOOC MOOCs xMOOC open_courses

shared by anita z boudreau on 09 Sep 13 - No Cached
  • anita z boudreau on 09 Sep 13
     
    A lengthy but good overview of MOOCs, with a close look at xMOOCS - Coursera, Udacity, edX that have taken advantage of scalability but tend to reinforce a traditional teacher-student model, and cMOOCS - knowledge building/networking, flexible tools, self directed, chaotic learning. Siemens goes on to share lessons learned from cMOOCs he has been involved with and provides 9 Steps How to Plan/Create a MOOC [approx 58:00] Around 18:00 he makes a provocative statement that because of the expertise available in xMOOCs, he would throw out all of his content, tell his students to take one of these courses, interact with them around the content themes and then assess their work. Other interesting ideas include: the need for regional MOOCs to diversify and fully explore potential innovation [export vs import]; the concern that mid-range universities stand to loose to the 'superstar' professors in the xMOOC model; & the notion of teaching globally, accrediting locally [e.g. Udacity -Pearson testing option for credit]
anita z boudreau

Online universities: it's time for teachers to join the revolution | Education | The Ob... - 0 views

www.theguardian.com/...iversity-education-online-mooc

MOOC education revolution

shared by anita z boudreau on 07 Sep 13 - No Cached
  • Moocs make education borderless, gender-blind, race-blind, class-blind and bank account-blind.
    • anita z boudreau
      anita z boudreau on 07 Sep 13
       
      Hmmn...I'm open to the possibilities of MOOCs but got caught up on this sentence. Borderless? OK. But gender-blind, race-blind, class-blind and bank-account blind? This seems to me a blanket statement that glosses over the complexities that exist in the real world. MOOCs are not a panacea for education. A MOOC is an environment constructed through a variety of networked digital tools. It is how people choose to interact within that environment that determines if it is gender or race friendly. And though MOOCs may be free, for now, there is certainly a cost to gaining access to the technology, which in all likelihood presents a barrier for those from a lower SES.
anita z boudreau

Welcome to MOOC.CA ~ MOOC - 0 views

www.mooc.ca

e-learning MOOCs

shared by anita z boudreau on 09 Sep 13 - No Cached
  • anita z boudreau on 09 Sep 13
     
    "Mooc.ca is provided by Stephen Downes (books, newsletter) and George Siemens as a place to host MOOC news and information."
anita z boudreau

Dan Hill Opinion on MOOCs and design education - 0 views

www.dezeen.com/...-opinion-design-education-mooc

MOOC MOOCs elearning design education

shared by anita z boudreau on 01 Nov 13 - No Cached
  • anita z boudreau on 01 Nov 13
     
    "Much of the theory of design might be conveyed via MOOCs, and then reinforced in practice. MOOCs might free up teachers for crits, tutorials, studios and the other high value physical exchanges that cannot be distributed so easily."
anita z boudreau

Why Coursera and Udacity are the worst things that ever happened to MOOCs. | More or Le... - 0 views

moreorlessbunk.wordpress.com/...gs-that-ever-happened-to-moocs

MOOC xMOOC MOOCs

shared by anita z boudreau on 08 Sep 13 - No Cached
  • I look forward to the inevitable, fast-approaching, post-xMOOC world because it will almost certainly be a period of real pedagogical innovation conducted by people who are more interested in actual education than they are in becoming famous or just making a quick buck.
    • anita z boudreau
      anita z boudreau on 08 Sep 13
       
      Interesting how very different the xMOOC referred to in this article is from the cMOOC currently being used in the "How to Teach Online" course [emphasis on NOW, not some "post-xMOOC" age]
anita z boudreau

MOOC Research - 0 views

www.moocresearch.com

MOOC research

shared by anita z boudreau on 26 Jan 14 - No Cached
  • anita z boudreau on 26 Jan 14
     
    "MOOC Research Initiative (MRI) is funded by the Bill & Melinda Gates Foundation as part of a set of investments intended to explore the potential of MOOCs to extend access to postsecondary credentials through more personalized, more affordable pathways."
anita z boudreau

MOOC Map - 0 views

edutechnica.com/moocmap

MOOC map

shared by anita z boudreau on 26 Jan 14 - No Cached
  • anita z boudreau on 26 Jan 14
     
    "This site was created as a way to visualize the growth of global MOOC adoption for those institutions using one of the major MOOC platform providers. This data comes from blog posts, press releases, and course offering catalogs from each of the providers shown."
anita z boudreau

Seeing rhizomatic learning and MOOCs through the lens of the Cynefin framewor... - 0 views

davecormier.com/...-lens-of-the-cynefin-framework

MOOC cMOOC learning

shared by anita z boudreau on 06 Sep 13 - No Cached
  • MOOCs as a structure – and rhizomatic learning as an approach – privilege a certain kind of learning and learner. The MOOC offers an ecosystem in which a person can become familiar with a particular domain. Rhizomatic learning is a way of navigating that ecosystem that empowers the student to make their own maps of knowledge, to be ‘cartographers’ inside that domain. It suggests that the interacting with a community in a given domain is learning. The community is the curriculum.
anita z boudreau

The underlying inequality of MOOCs | OEB Newsportal - 0 views

www.online-educa.com/...moocs-the-hidden-inequality

MOOC inequality

shared by anita z boudreau on 07 Sep 13 - No Cached
  • anita z boudreau on 07 Sep 13
     
    A counter argument to the hype currently being generated that MOOC=ACCESS for all.
anita z boudreau

@Ignatia Webs: Can the #MOOC format respond to the educational challenges #altc2013? - 0 views

ht.ly/oJ5rD

MOOC MOOCs cMOOC xMOOC

shared by anita z boudreau on 12 Sep 13 - No Cached
  • anita z boudreau on 12 Sep 13
     
    A lot of food for thought is provided in this post - -MOOCs as the potential answer to the education crisis? Local vs. global; Digital & Social exclusion; Formal vs. Informal; Post colonial tensions; Individual vs. Networked learning; Closed vs.OERs; Technology & infrastructure; Digital Identity
anita z boudreau

elearnspace › MOOCs for the win! - 0 views

www.elearnspace.org/...moocs-for-the-win

MOOC cMOOC connectivism

shared by anita z boudreau on 06 Sep 13 - No Cached
  • MOOCs are not (yet) an answer to any particular problem. They are an open and ongoing experiment. They are an attempt to play with models of teaching and learning that are in synch with the spirit of the internet
anita z boudreau

Reflections of a mooc unvirgin | E-Learning Provocateur - 0 views

ryan2point0.wordpress.com/...reflections-of-a-mooc-unvirgin

MOOC MOOCs EDCMOOC

shared by anita z boudreau on 08 Sep 13 - No Cached
  • anita z boudreau on 08 Sep 13
     
    The author recounts how he came to choose the Univ of Edinburgh's eLearning & Digital Cultures EDCMOOC, and provides a good analysis of the mooc's design as well as the pros and cons of the experience
anita z boudreau

Is the pedagogy of MOOCs flawed? | E-Learning Provocateur - 0 views

ryan2point0.wordpress.com/...s-the-pedagogy-of-moocs-flawed

MOOC MOOCs xMOOC cMOOC

shared by anita z boudreau on 08 Sep 13 - No Cached
  • anita z boudreau on 08 Sep 13
     
    A balanced commentary on the pros of the 'instructivist' xMOOC - useful for introductory level learning - and, as argued here, where most current xMOOCs live, and the constructivist cMOOC - ideal for more higher order social learning
anita z boudreau

Pinboard: bookmarks for SussexTLDU tagged 'mooc' - 0 views

pinboard.in/t:MOOC

MOOCs elearning

shared by anita z boudreau on 13 Sep 13 - No Cached
  • anita z boudreau on 13 Sep 13
     
    different resources on MOOCs
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