Courses can also be deliberately designed as adaptive systems, in which learning emerges. The MA in Management Learning and Leadership Programme (MAMLL) course at Lancaster University in the UK is an example in which the curriculum itself is emergent, although still within the quality assurance framework for master’s courses (this might have been more difficult in an undergraduate course).
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Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 1 views
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Are MOOCs and other connectivist learning approaches best for mature learners/graduate courses if accountability and institutional credits are goals?
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Half an Hour: Backgrounds and Behaviors of MOOC Participants and Implications for Faculty - 1 views
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There was a cluster of high-use countries and then a massive tail. Canada, Colombia, Greece, the UK, Poland – these were the high-use countries. Now students in these countries have a peer group of unprecedented size.
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This is the power of MOOCs.
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We had representatives in our course from 194 countries – they didn’t all interact in every part of the course, but imagine how the instructor felt
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Ah, the star faculty member emerges on the stage.
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We anecdotally observed that students are continuing to participate in the discussion forums nearly a year after the course has finished. So we can ask of LMSs whether we should be allowing students to participate after the course has been completed.
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Yes, MOOCs open in time, not just content or access.
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Donald Clark Plan B: MOOCs: taxonomy of 8 types of MOOC - 0 views
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Breaks MOOCs down into... transferMOOCs madeMOOCs synchMOOCs asynchMOOCs adaptiveMOOCs groupMOOCs connectivistMOOCS miniMOOCSs"
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