Our
goal by engaging educators in digitally-connected, asynchronous forms of
collaborative learning was that they would gain an organic, authentic understanding
of what we (NML) mean by "participatory culture" - and thereby adopt the value
of its practices and bring them to their students and
districts.
Good MOOC's, Bad MOOC's - Brainstorm - The Chronicle of Higher Education - 4 views
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Good MOOC's, in their view, foreground and sustain the social dimension of learning and active practices, i.e., knowledge production rather than knowledge consumption. To a limited extent, certain experiments in MOOC's that foreground social media participation over "content mastery" realize some of the ideals of Siemen and Downes.
All files and folders - Box.net - 0 views
The characteristics of participatory learning - 7 views
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We originally intended the course to utilize our existing public Ning community as a way to offer transparency to this learning process and allow others in the NML community to tap in and learn from what the early adopters were doing. Though each of them was equipped to share a plethora of expertise and experience that would have undoubtedly been valued by the larger community, the idea of "failing in public" overrode their desire to contribute.
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So is it little wonder that it was so difficult to get participation from educators (posing as students) while offering all the affordances that flexible learning has to offer?
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