elearnspace › Innovation in open online courses

In a few weeks, our edX course Data, Analytics, and Learning #DALMOOC  will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course. The innovations build heavily on community and network approaches that I and others (Stephen Downes, David Wiley, Alan Levine, Jim Groom, Dave Cormier) have used in previous open courses.

via elearnspace › Innovation in open online courses.

#MOOC/s as inventions #chals14 « @podehaye #ccourses

Paul deHaye writes

❝I just finished giving my talk on MOOCs as inventions: opportunities and risks in Goteborg, at the #chals14 meeting. This is a reunion of Swedish universities convened by Jonas Gilbert (Chalmers University Library) to discuss MOOCs.

My slides are available here.

In the talk, I discussed the idea that MOOCs are social machines put in the hands of professors.❞

Read the rest at MOOCs as inventions #chals14 | paulolivier.dehaye.org. See also The Academic Social Machine, Part 1 and Social Teaching Machines

On the hope and hype of MOOCs

Originally posted on Bryan Alexander:

OCLC NextSpace logoLast fall I participated in an OCLC panel on MOOCs. This week OCLC published an article on that panel in the new issue of their NextSpace journal. The article is called “The hope and hype of MOOCs”, and offers a fine view of the many issues and ideas that flew between us.

“Us” meant a swarm of very smart people, including Audrey Watters, Anya Kamenetz, Ray Schroeder, and Cathy De Rosa.  Kudos to them for presenting insights brilliantly, and to OCLC for sponsoring then distilling the session.

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CLMOOC Make Log #1

VanessaVaile:

I’m only as far as following and thinking about how-to lists and lists of lists

Originally posted on Little did I know...:

ImageEver since Rhizomatic Learning or Rhizo14 came to an “end” (those of you in rhizo14 will get the inverted commas around end there), I have been moving on to the next thing in my life. So it appears that my next cmooc thing is shaping up to be CLMOOC, aka Making Learning Connected. I blame it on Rhizo14 anyway, since it was Terry Elliot, a fellow rhizoer, who sprayed in a bit of clmooc scent inside our rhizomatic zombie asylum on FB (yet another rabbit taking me down yet another rabbit hole. Cool!) I must confess, though, that I am approaching CLMOOC in a rather suspicious manner, as if I were about to make my best friend jealous by hanging out with a new friend who seems to be just as cool. (ok, ok, almost as cool!)  Anyway, inbued with a communal spirit, I decided to accept Anna Smith‘s…

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The Rhizome as a Metaphor for Learning in a MOOC

Originally posted on Jenny Connected:

This is the first in a series of 4 blog posts which Frances Bell and Jenny Mackness have written in preparation for a presentation that we will give at the ALTMOOCSIG conference – MOOCs – Which Way Now? on Friday June 27th 

Slide 1.1

Source of image: Sylvano Bussoti. Five Pieces for Piano for David Tudor:  http://star-heart.squarespace.com/blog/2012/11/26/bussotti

The title of the presentation is The Rhizome as a Metaphor for Learning in a MOOC.

We decided to submit a proposal for presenting at the conference as a result of participating in Dave Cormier’s 6 week MOOC – Rhizomatic Learning: The Community is the Curriculum (known now as #Rhizo14), which started on January 14th this year.

During the course, our interest was piqued by comparison of our experience on #Rhizo14 with that on other MOOCs.  We decided, together with Mariana Funes, to conduct independent research on the #Rhizo14 experience…

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Problems with MOOC research

Originally posted on Jenny Connected:

Like Frances Bell and Roy Williams, I too have listened to Stephen Downes’ recent presentation to a German audience in Tubingen, Germany. Thanks to Matthias Melcher for sharing the link.

Digital Research Methodologies Redux 

May 26, 2014: Keynote presentation delivered to E-Teaching.org, Tübingen, Germany

Screen Shot 2014-05-28 at 15.02.37

The image above is a screenshot. You can access the presentation on OLDaily  – or at e-teaching.org 

Also like Frances and Roy, I found the presentation very thought-provoking and relevant to the research I am doing with Frances and Mariana Funes on rhizomatic learning – and the research I am doing with Roy on emergent learning. Both these areas of research are trying to discover more about how people learn in open learning environments, such as MOOCs.

But Stephen is skeptical about the possibility of doing any worthwhile research into MOOCs if we continue to take a traditional approach to research, which he describes…

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Moocaholic

VanessaVaile:

this should ‘splain it, the madness too

Originally posted on Nomad War Machine:

rhizo14 My name is Sarah and I am a MOOCaholic

Only joking, well sort of.

This post has been brewing for a while and it’s been sparked off again by some discussions in our #rhizo14 Facebook group.  I posted a link to one of Martin Weller’s blog posts and the comment that one of his graphs:

shows that if you get to 12+ weeks it’s probably just some bloke in a shack in Arkansas left

This amused me greatly, as we’re just going in to week 12 of this crazy roller coaster experience, and we’re still carrying on.  Anyway, it’s got a few of us thinking about why we sign up for MOOCs and why we drop out from some and there’ll probably be some messy* writing about it at some point.

So – why do I sign up for MOOCs?  Well, initially it was to find out about them and…

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Forget the learners, how do I measure a MOOC quality experience for ME!

Week 3 – Dave Cormier | MOOC Quality Project, 2013

Are MOOCs the new model of online education for all? Are they fit to democratize education? and above all – what is a good quality MOOC?

The MOOC Quality Project, an initiative of the European Foundation for Quality in E-Learning,  tackles the question with a series of posts by recognized MOOC experts and entrepreneurs, each addressing the issue from their particular viewpoint.

More about || Schedule/topics

Week 3 – Forget the learners, how do I measure a MOOC quality experience for ME! By Dave Cormier | MOOC Quality Project.

CSEDU, Day 3, Final Keynote, “Digital Age Learning – The Changing Face of Online Education”, (#csedu14 #AdelED @timbuckteeth)

Originally posted on Nick Falkner:

Now, I should warn you all that I’ve been spending time with Steve Wheeler (@timbuckteeth) and we agree on many things, so I’m either going to be in furious agreement with him or I will be in shock because he suddenly reveals himself to be a stern traditionalist who thinks blended learning is putting a textbook in the Magimix. Only time will tell, dear reader, so let’s crack on, shall we? Steve is from the Plymouth Institute of Education, conveniently located in Plymouth University, and is a ferocious blogger and tweeter (see his handle above).

Erik introduced Steve by saying that Steve didn’t need much introduction and noted that Steve was probably one of the reasons that we had so many people here on the last day! (This is probably true, the afternoon on the last day of a European conference is normally notable due to the almost negative number of participants.)

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Thoughts about community as curriculum in #rhizo14

VanessaVaile:

good post from many good ones emerging from an imminently satisfying connectivist MOOC — reflections on community as curriculum week, weaving community threads into a curriculum catching net

Originally posted on Jenny Connected:

richard-giblett-mycelium2Source of image- http://www.galeriedusseldorf.com.au/GDArtists/Giblett/RG2005/source/mycelium.html (Richard Giblett)

The idea of community as curriculum is not new. Etienne Wenger wrote about it in his 1998 book on communities of practice – and since no ideas are truly original, his thinking was probably influenced by prior writers -but nevertheless his book is the most thumbed on my bookshelf and in 1998 he wrote that education is:

‘… about balancing the production of reificative material with the design of forms of participation that provide entry into a practice and let the practice itself be its own curriculum… (p.265)

He has grounded the idea of ‘community as curriculum’ in the practice of the community, but he has also stated very clearly what he means by community and what he means by curriculum.

There is clear evidence from communities of practice that the practice itself is its own curriculum. The strongest community that I am…

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