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Vanessa Vaile

MOOC - The Resurgence of Community in Online Learning - 0 views

halfanhour.blogspot.com.au/...ce-of-community-in-online.html

elearning downes blog-post MOOC community online learning CMC11 transliteracy

shared by Vanessa Vaile on 08 Jun 13 - No Cached
    • Vanessa Vaile
      Vanessa Vaile on 08 Jun 13
       
      or other social bookmarking, feed reader, aggregator. the main purpose is collect/collate, tag or label, annotate (time permitting) and curate
  • Feeding Forward - We want participants to share their work with other people in the course, and with the world at large
  • Sharing is and will always be their choice.
  • ...31 more annotations...
  • even more importantly, it helps others see the learning process, and not just the polished final result.
  • The Purpose of a MOOC
  • Coursera, for example, may want to support learning, but it is also a company that wants to make money at the same time
  • Organizations offer MOOCs in order to serve other objectives.
  • MOOCs serve numerous purposes, both to those who offer MOOCs, those who provide services, and those who register for or in some way ‘take’ a MOOC.
  • The original MOOC offered by George Siemens and myself had a very simple purpose at first: to explain ourselves.
  • there are different senses of learning
  • creating an open online course designed in such a way as to support a large (or even massive) learning community.
  • The MOOC as Community
  • Although we learn what we learn from personal experience, we usually learn what we learn from other people. Consequently, learning is a social activity, whether we immerse ourselves into what Etienne Wenger called a community of practice (Wenger, Communities of Practice: Learning, meaning and identity, 1999), learn what Michael Polanyi called tacit knowledge (Polanyi, 1962), and be able to complete, as Thomas Kuhn famously summarized, the problems at the end of the chapter. (Kuhn, 1962)
  • So online communities form around offline activities
  • With today’s focus on MOOCs and social networking sites (such as Facebook and Google+) the discussion of community per se has faded to the background.
  • Online educators will find themselves building interest based communities whether they intend to do this or not
  • Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’
  • The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
  • The peer community by contrast almost by definition cannot be formed over the internet
  • created through proximity
  • online communities depend on a topic or area of interest
  • Community Access Points
  • This was a project that did more than merely provide internet access, it created a common location for people interesting in technology and computers (and blogs and Facebook)
  • The MOOCs George Siemens and I have designed and developed were explicitly designed to support participation from a mosaic of cultures.
  • It is worth noting that theorists of both professional and social networks speak of one’s interactions within the community as a process of building, or creating, one’s own identity.
  • danah boyd, studying the social community, writes, “The dynamics of identity production play out visibly on MySpace. Profiles are digital bodies, public displays of identity where people can explore impression management.
  • ecause imagery can be staged, it is often difficult to tell if photos are a representation of behaviors or a re-presentation of them
  • In both of these we are seeing aspects of the same phenomenon. To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
  • We have defined three domains of learning: the individual learner, the online community, and the peer community.
  • Recent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
  • three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
  • recent MOOCs offered by companies like Coursera and Udacity have commercialized course brokering
  • a model that the K-12 community has employed for any number of years
  • where is the French-language community itself?
  • Vanessa Vaile on 08 Jun 13
     
    post from Half an Hour: excellent explanation of how connectivist moocs work, what the difference is between them and x or wrapped moocs and what open is In this presentation Stephen Downes addresses the question of how massive open online courses (MOOCs) will impact the future of distance education. The presentation considers in some detail the nature and purpose of a MOOC in contrast with traditional distance education. He argues that MOOCs represent the resurgence of community-based learning and will describe how distance education institutions will share MOOCs with each other and will supplement online interaction with community-based resources and services. The phenomenon of 'wrapped MOOCs' will be described, and Downes will outline several examples of local support for global MOOCs. 
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