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Very interesting assessment of participation and learning in Change 11 MOOC on Learning in the workplace blog by Caledonian Academy researcher Colin Milligan, December 2012 For me, the recurring theme from this research was that massive courses do need management (of learners, and their expectations), or at least a recognition of the diversity of learner backgrounds, preferences, expectations and motivations that come together in a MOOC, that is then reflected in the design of the learning space which is constructed. I suppose the prevalent (c) MOOC philosophy is that learners should be left to their own devices and they will find their place in the emerging learning networks(anywhere on the spectrum from lurking to leading). We certainly saw interesting evidence of self-organisation, especially among those who engaged with the course through the facebook group, and the twitter chats. But our findings indicate that some users either didn't find these emerging networks (or at least didn't identify a network that suited them), or didn't recognise the central role that these networks play in leveraging the value of the course. While I don't advocate creating rigid structures, I do think there are some simple things that could be done to make sure MOOCs such as Change11 are accessible by the full range of prospective participants.

Blog by John Sui Fai Mak on #Change 11 where he refers to an article by Zimmerman. I believe this excerpt is important for eCH schools teaching their students because of the increasing reliance on online classes. Excerpt: "Traditional teaching methodology designed to educate through the assumptions of the past is no longer viable for more recent generations. The development of learning strategies, time management, goal setting, self-evaluation, self efficacy and intrinsic beliefs are key processes in promoting more self-regulated individuals who are capable of succeeding in the school context and in life (Zimmerman, 2002). Self regulatory processes as part of strategic learning that fosters reflection are teachable and are regarded as responsible for the increase of students' level of motivational performance (Zimmerman, 2002)."

Connecting the dots by brainysmurf on Change#11, reactions to and summary of Dave Snowden's comments

Orientation video by Dave Cormier, Change MOOC 2011, Week 1, September 12, 2011

REflective presentation by Jupidu (Jutta Pauschenwein), May 2012, on Change 11 MOOC participation.

I just signed up for this as it looks really interesting. A Professor at Duke, Cathy N. Davidson has created a MOOC about MOOCs and the future of learning, which also is part of a global initiative to examine this topic. Here's the link to the inside Higher Ed article about it: http://www.insidehighered.com/news/2013/11/04/duke-u-professor-plans-massive-collaborative-effort-tackle-challenges-facing-higher Davidson is the co-founder of the Humanities, Arts, Science and Technology Alliance and Collaborative, or HASTAC. The MOOC will track the origins of what has become accepted features of higher education, from majors and graduate programs to grades and multiple choice tests, and evaluate new forms of teaching and learning. At the same time, students in affiliated face-to-face courses in disciplines as different as African and African-American studies, gender and sexuality studies, and film studies will contribute to a centralized wiki. The end result could be a massive collection of ideas on how to change higher education.