I have been thinking about research on MOOC since CCK08. Here I would like to give it a go, with open research with and through the Community of PLENK2010.
This involves opening up the process to anyone interested in the community, to post their views, comments and suggestions for development openly in any where one likes, or through various other medias like emails, messages in Facebook or Twitter that would ensure individual’s privacy.
How would it work?
First I would post my suggestions.
My suggested assumptions in MOOC include:
- people would learn in a self-directed manner
- Knowledge is distributed
- Knowledge is negotiated
- Knowledge is emergent
- Knowledge is rhizomatic (thanks to Dave’s video posted – refer to How to be successful in MOOC?)
- Learning is capacity to construct, navigate and traverse across networks
- personal learning networks would be a far better way for people to learn
- people like to learn via social networks
- people know how to connect (people have the communication, literacy and critical literacy skills)
- people know how to use the technology to connect
- people are self motivated (intrinsic motivation)
- people like to accept challenges, chaos and complexity is just part of the learning process
- people don’t need to follow a course or qualification for learning to be effective
- Learning is emergent, and is based on connections, engagement and interactions
- Learning is open
- Identity in networked learning is based on individual’s “participation, interaction” in the networks, and is reflective of ones involvement in the media, it’s dynamic, adaptive
- Individual and social learning is emphasised – cooperation
- Sensemaking and wayfinding are important
- people need to learn in a structured manner, in a course (face to face or online), with teacher’s instruction (zpd) zone of proximal development,
- people construct knowledge via a constructivist pedagogy – with an expert.
- Knowledge is acquired
- Learning is about acquisition of knowledge, skills and experience
- people like to learn with Learning Management Systems (LMS)
- people prefer to learn independently (in a closed environment) (behind the walls in schools) or learn collaboratively in a group or team
- people don’t have enough skills, knowledge and experience to use technology to connect, formal training/education is the solution
- people don’t want chaos, complexity – don’t want to be overwhelmed with information or knowledge
- people need to be motivated with rewards (extrinsic motivation)
- people need to follow a course or qualification for learning to be effective
- Learning is based on instruction by the teachers
- Learning is closed (in a closed classroom or closed online network)
- Identity is based on the association of oneself as a student or that of the group – it’s static
- Group learning is emphasised – collaboration
- Teaching and close mentoring are important
Critical Literacies Online Course 2010 by Stephen Downes and Rita Kop
Drexler, W. 2010. The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy
Sui Fai John Mak blog post Networked Learning
Open Course in Education Futures 2010 by Dave Cormier and George Siemens
Hi John,
This is a coherent discussion of a mooc. A couple of points stood out–the need for the learner to set goals, the rhisomatic nature of knowledge creation, the need to listen to others and connect to their conversation. Most adult learners in a mooc have multiple goals and are engaged in knowledge creation on many fronts, so that part is easy. The connection part poses challenges, not human, but technological. Thanks for bringing me in on the loop again. Way too much going on in the network right now! and lots more going on at work!! and in life is good! Look forward to PLENK2010. I need time to ponder the dichotomy. The dichotomy gets more at the preferences of novice and expert learners… Don’t know…. have to mow the lawn and ponder this…
John, I can’t understand why are you tagging this course #PLENK2010 (with hashtag) Hahtags may be useful for twitter but I usually not even use them there
Hi Eduardo,
Stephen stated “The hashtag for this course is: #PLENK2010” in http://connect.downes.ca/
Thanks for your comments.
Thanks Mary for your insights.
Hi John
I am still digesting your post, but my first reaction is that you might set up the dichotomy to say that
Learning Assumptions in a MOOC are x,y,z etc
Teaching Assumptions in a formal environment are a,b,c etc
My sense is that some items in your list of formal environment attributes might be more true of teaching or institutional assumptions than they are of how learning actually happens.
-John
Enjoyed reading Dave’s post here on PLE & PLN http://davecormier.com/edblog/2010/09/12/5-points-about-ples-plns-for-plenk10/
John
Thanks John,
Great ideas on the set up of dichotomy: learning versus teaching assumptions. This would shed light on how MOOC is interpreted from different foci and perspectives.
How about viewing MOOC as a complex adaptive system, which has a ‘life’ that is more than the sum of their component parts?
These five concepts—self-organization, adaptation, upheavals at the edge of chaos, the unpredictability of the effects of small changes in the initial conditions, and the existence of simplicity at some levels while ‘chaos’ exists at others—form the fundamental concepts of complexity. How are these concepts revealed in the design and delivery of MOOC?
This post by Terry Anderson on Social Networking in
Self Paced Instruction http://terrya.edublogs.org/2010/09/16/article-on-social-networking-in-self-paced-instruction-published/ and the paper may be useful for the research into MOOC
John
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