Mimi Ito - Weblog: Trust Falls and My Whys for Connected Courses - 1 views
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o although I am one of the hosts/facilitators I am doubly a n00b in the connected courses sense - new to cMOOCs as well as new to course design. Which means I am thoroughly enjoying taking the plunge as a learner in all of this and muddling through the why of my teaching as I go.
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Tania Sheko on 08 Oct 14Nice acknowledgment
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best kind of trust fall exercise for someone who is used to pausing and polishing before sharing.
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I feel very much buoyed by generous ways in which the connected courses participants have responded to the inevitable glitches in facilitating this course, and my thinking aloud in public as we go.
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we are all bringing our heterogeneous whys to this experience.
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Even with different dispositions that pull in different directions, I like that connected courses is pushing us both into productive discomfort and growth.
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ach facilitator brought a different angle and expertise, and we wanted to honor that and give people space to stretch out and develop their own whys.
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ur goal is to build an inclusive and expansive network of teachers, students, and educational offerings that makes high quality, meaningful, and socially connected learning available to everyone.
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Our goal setting out was to provide a professional development opportunity for faculty who are setting out to teach a connected course
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the why that we may have set out with as instigators of the course is not the why that all participants bring to the course.
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So if I take off the organizer hat, as a co-learner my personal why is that I want to experience and learn more about the cMOOC approach
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Connected courses is my first time living through this kind of learning with my own professional community.
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So as a learner, I guess at least some of my why tracks to the explicit learning goal that we set up as organizers when we started out.
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I’m starting to geek out on engagement metrics for the course, and thinking through how we can track the cascading effects of an experience like connected courses as it influences educator practice and in turn shapes student experiences.
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How can we better tell a story through research and evidence about why these kinds of connected learning experiences are important?
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And can we mobilize our networks to tell this story in a way that supports the diverse collectives that are intersecting here?
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issues that @mdvfunes and Jenny Mackness have raised on the “tyranny of the open” and the pressures of normative expectations of participation
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it seems worthwhile to reflect on these more pervasive kinds of risks or exclusions, silencing and just feeling plain old overwhelmed
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I like this idea of “heterotopia” that Ferreday and Hodgson suggest as a way of charting a pathway through these dynamics.
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I may be idealistic about this, but I do think it is possible avoid the tyranny of the majority and support and value multiple forms of participation and the varied whys that each co-learner brings to this network.