CLMOOK

Learning by making is an accepted principle amongst teachers and educators of all sorts of persuasions. Whilst it is true that the maker movement can give young people a different kind of access to communities and resources and allow them to work with peers or directly to market, thus (possibly) shaking down the traditional through routes from school to college to work, and whilst it is true that there may well be metaphorical gold in plastic, none of this would have had any effect on educationalists if they weren't already predisposed to view the act of making and its associated disciplines as central to the processes of effective learning.

But I want to suggest that the argument in favor of MOOC’s can’t handle all that much complexity either;

The first thing I want to do, then, is slow us down a bit, and go through the last year with a bit more care than we’re usually able to do, to do a “close reading” of the year of the MOOC, as it were.

But it’s also an argument that only works at the depth (or non-depth) of a David Brooks column, maybe a 6 minute reading time, because its claims only work if you don’t interrogate their foundational premises too much.

I’m not a programmer, I’m more of a “hack away at something and make it work” type of guy.

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