Change MOOQ

I like this post by Cathy Davidson at HASTAC (Humanities, Arts, Science, and Technology Advanced Collaboratory), August 4, 2012 on offering students the chance to design the MOOC to express what they are learning in in the form of online course offerings.

a new MOOC model: uses open source web content as course design. Won't need a traditional instructor or large start-up investment. Known as a mechanical MOOC.

A wonderful testimonial by a language arts teacher--Melinda Rench--in IL on the value of connecting with peers via social media (Ning, Twitter, and personal networks) to feed her mind and soul, Winter 2012. See excerpt below: "Using social networks to further my learning has enriched my professional life in more ways than I can name. I have a support network, a never-ending source of inspiration and new ideas, and a learning network that spans the globe. It is professional development that matters and feeds my soul."

Blog-post by Jenny Mackness, June 2011, summarizing key points from Etienne Wenger's address "Communities of practice CoPs have implications for organisations as they might be working under the radar of vertical accountability of the organisation (working on a horizontal dimension) Communities of practice cannot be built. Only members can build communities. But they can be enabled. A CoP is a learning partnership. A group may or may not be a learning partnership. A team is not usually a community of practice. A CoP is a vehicle by which an organisation can place its strategic development in the hands of the practitioners. A classroom is not a CoP. It is instructional design. Knowledge and learning Knowledge is power. Learning is a claim to competence. Learning is power in both directions. Learning is its own enemy. The paradox is that learning gives you power, but that power also limits your learning. Power and knowledge are always part of the equation. Learning is achieving a state of knowledgeability. The view of curriculum in institutions is 'to fill it up'. CoP theory view of curriculum is that learning has to follow construction of meaning, not precede it."

A resource published by Eileen Ferrance on Action Research at the LAB (Northeast and Islands Regional Educational Laboratory) at Brown University on Action Research, 2000 Brown University copyright, all rights reserved What is intriguing to me about this report is that the action research mirrors what I think should happen in a CoP, i.e., a group of people identify a common need from practice, they gather data, they interpret the data, they act on the evidence in their own practice, evaluate results, and redefine the next learning quest.

List of projects in Connected Learning Research Network as of July 27, 2012 Note this Longitudinal study of Connected Learning by Ben Penuel of late elementary and middle school students in connected learning environments and the "relationship of participation to valued outcomes. These outcomes include interest development, persistence in learning, civic participation, and development of a positive sense of the future." Could these outcomes be the same for WLS Studio connected learners?

website for Knowledge Communities. Look at this mission: Knowledge Communities trains community facilitators how to tap into the intrinsic motivation of individuals and groups to move a community or network forward toward more autonomy, productivity and sustainability. The outcome we aim for is improved practice. Over time, network members take over the role the paid facilitator has played, requiring fewer external resource to produce greater results. To learn more about our projects see our white papers.

Article from Metropolis Magazine, October 2008 on Asset-based Design See excerpt: "In contrast, an asset-based approach works with communities to identify their skills and capacities, and invites them to play an active role in the renewal of their environment. "This approach says that all communities have assets. The needs-based provision of services really only addresses the symptoms of the issues without doing any deeper social analysis to uncover the root problems. If joblessness is linked to a lack of educational activities, well, then that is the root issue. We're not saying designers can come in and fix all of those problems; we are saying that designers themselves have a particular asset to contribute, which is their professional expertise at creating beautiful spaces and using design to involve the community in discovering and expressing who they are." How to practice design that builds on a community's strengths and priorities: 1. Identify your community partner. Target a specific organization to partner with, whether it's a design center, a development corporation, a block association, or a nonprofit. By honoring the community building that has already taken place, you will also attract less suspicion as a new face. Begin a dialogue to find a design project. 2. Immerse yourself in the life of the community. Spend time or consider living there. Find out where people like to eat and hang out, what kind of meetings they go to, and what places have a lot of energy-perhaps an arts or a recreation center. Find out what the kids are excited about. Connect with community leaders. Go door-to-door if necessary. 3. Conduct a social analysis. Who has power? What are the challenges facing the community? What are its demographics? What are its core values? Who makes the decisions, and who benefits from or bears the costs of them? It helps to understand how the neighborhood came into being, its history, and the larger town or region in which it is situated. Map ex

Very interesting blog post by David Griffiths, July 4, 2012. It's interesting because he took the release of an analysis of American Intelligence in Afghanistan and used it to surface issues in online CoPs. Excerpts: "What I find interesting is that I have had very few conversations where organisations have described their need for CoP to be driven by a need to become more dynamic, agile or adaptive - a major concern for organisations today ..." "Many CoP are far too large, much like a sprawling metropolis, it is difficult to find the boundary for the community; this results in low levels of trust and sub communities that create their own 'neighborhoods' with interesting sub cultures. Others are devoid of purpose, well intentioned in their conception, but reduced to a shell, tumbleweed blowing down dried up knowledge flows; a creaking sign blows back and forth over the community portal:" "This CoP was presented as a panacea for problem solving, but it was built upon community leaders who were chosen by the organisation for their high level of expertise, which in this case also meant they had been with the organisation for a long period of time. I was left to wonder whether this was a community at all, or whether it was just a problem solving network. I asked how they surfaced new ideas, how they encouraged variety, how they used signals from the front line to make wider strategic or operational decisions? Did they use the community to monitor the type/nature of problems that were emerging and how community leaders were responding? Were the problems signalling disturbances in the environment that required a strategic response?" "The lesson to be learned for those operating CoP in organisations is to by all means use community 'leaders', but use them not as community police, or regulators, but as catalysts to surface relevant intelligence for the organisation. I would argue that you will start looking for different types of people, with differe

Article identified on Stephen Downes' home page, Juy 20, 2012. Excerpt "Although MOOCs share the common characteristics of being large courses open to anyone, there are two main types, one called an "x MOOC," and another called a "connectivist MOOC." The companies and partnerships that fall into the "x MOOC" include Coursera; an MIT and Harvard partnership called EdX, and a new venture founded by three roboticists called Udacity. Other universities follow a connectivist MOOC model developed by George Siemens, Stephen Downes and Dave Cormier in 2008. What's the difference between the two? Connectivist MOOCs are more social and focused on deriving meaning of the learning experience with others, Virginia Commonwealth's Becker said. And they allow students to participate through blogs, RSS feeds and other decentralized methods, said Downes, a senior researcher for Canada's National Research Council. By contrast, x MOOCs emphasize content mastery, centralizes courses on one website and uses automated grading tools to support hundreds of thousands of students. But regardless of the category, MOOCs as a whole will change how universities offer courses, Downes said. And they're not going away. "Universities can't just keep doing what they're doing and hope this whole online thing goes away," Downes said."

Look at this list of eight skills needed by a community manager. It's a different take.

This is a wonderful blog that details different configurations of and commitments to online learning by Sheryl Nussbaum-Beach, April 2011, prompted by her frustration over someone dismissing all online learning opportunities. Read the whole thing!

Excellent list of ideas for successful blogging by Yeremi Bolton, February 28, 2012, BuzzingUp.

blog post by Jenny Mackness on lurking in MOOCs and elsewhere, December 11, 2010. Raises issue on what is lurking? Is it absolutely no visible participation, some participation, or a full range of visible participation in several forums such as Twitter, Facebook, blogs, etc.? Why does lurking have to be viewed as negative or positive? Are obsessively-reflective learners automatically lurkers and therefore, not wanted in a MOOC?

Nice resource that analyzes the purpose of online communities--see excerpt below distinguishing between outcome- and process-oriented groups. The SLI could be a process-oriented purpose for students; more outcome-oriented for teachers? Excerpt: What are the group's specific outcomes or process goals? Please describe them. (i.e. an outcome oriented group may be compiling a set of useful practices for use in the field. A process oriented group may be about building relationships that can then be deployed in the field, such as a group of emergency relief workers, building relationships before disasters so they can better respond and relate in the field.) This isn't a ChangeMOOC find but that is the group-container for us three (Lisa, Brenda, Doris)

Interesting assessment of MOOCs and push toward MOOLEs on EdTechDev (developing educational technology), early May 2012 Lisa Lane shows up in comments advocating for her SMOOC (small to medium open online course) on pedagogy. Need to check it out. She has a lot of cred with me!

article in Academic Matters, the Journal of Higher Education, by Stephen Carson and Jan Philipp Schmidt, May 2012 issue. Excerpt: "Expertise will be earned and maintained through ongoing lifelong education, not conferred once and good for life. Open learning systems offer the possibility for the kind of continuous lifelong learning that will be necessary as the pace of technological and scientific knowledge development increases. Like athletes, learners will not just learn once, but will maintain a level of performance ability in their chosen field through ongoing study and participation in learning communities."

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

How crowdsourcing is impacting scientific research, and how blogging about scientific findings is changing how information about new discoveries gets supported/debunked. Interesting in the social media crowdsourcing aspect of how information is not in the hands of just experts anymore.

A new blogger to me, Lisa Lane, who cleverly states her abandonment of the BonkMOOC, April 30, 2012