Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Pro... - 38 views
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anonymous on 15 May 13This is a big point
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People perceive what they are looking for, and often only what they are looking for, and our well-intentioned attempts to guide their cognition could just as easily lead to participants missing the information most important to them.
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Similarly, we did not attempt to define how participants should interact with each other, but instead focused on supporting an environment that would be responsive to whatever means they chose for themselves.
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they would instead reflect the perspective or world view of some organizer telling them what their objectives should be, what they should learn, what counts as success.
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Participants, for example, could experience the course as a series of lectures, and some did, but many skipped the experience. Others treated the course as project-based, creating artifacts and tangible products. Others viewed the course as conversation and community, focused on interaction with other participants.
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We were, for example, criticized for offering lectures, because it did not follow good constructivist pedagogy; our response was that connectivism is not constructivism,
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and that it was up to those who preferred to learn through constructivist methods to do so, but not appropriate that they would require that all other participants learn in the same way.
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Openness also applies to the content of the course, and here the idea is that we want to encourage participants not only to share content they received from the course with each other (and outside the course), but also to bring into the course content they obtained from elsewhere.
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In a connectivist course, for example, lurkers are seen as playing as equally important and valuable role as active participants