#eduMOOC Week 3 Online and Networked Learning

Photo credit: Flickr

Here is my second post on eduMOOC, with part of our conversation on Facebook on online and networked learning:

Online academy for K12 students would be operated very differently from higher education, as likely the emphasis would shift from “lower order” learning based on learning of content (facts and information) to “higher order” learning based on learning of critical thinking, metacognition (thinking how to think), sensemaking and wayfinding. The transition of Web 1.0 to Web 2.0 could be hindered if the teacher or lecturer would like to “teach” all the content as stipulated in the lesson (based on lesson plan) without regard to what the learners actually need or might be interested individually, especially in the case of adult learning. That makes learning seems like spoon feeding when the learners’ experience and prior knowledge are disregarded. So, for education and learning for professors, for K-12 educators, for veterans could be very different to novices, if viewed under the lens of pedagogy, and the critical question is: should a differentiated approach in teaching and learning for those categories of learners be used instead of a one-size suit all (lecture) that are still typically used in HE?
Isn’t learning for individuals more about setting goals, developing strategies and action plans, and implementing those plans with technology, media and networks as affordances (the philosophy of having a PLE/PLN)? As Mary said it requires the learners to coordinate and organise the learning him/herself, and that of groups and collectives, especially for independent (or interdependent) learners. The challenge is: who decides on the plans, content, actions for the learners? In the case of a course, is it the teacher? The learner? Or a combination of teacher/learner in the case of coaching/mentoring where the coach or mentor mediates the learning, and supports the learners to experiment through their own learning spaces/networks? Or the peer learners (like here eduMOOC/MOOC)? Our past researches indicated that MOOC might be welcome by more experienced educators who wanted to advance their teaching and learning, but could be a huge challenge for novices who would like to have some structures in their course of study. That makes learning “appears” to be somewhat more complicated and complex, especially when the new comers found that they might be inundated with information and might also have found some advice perplexing, as that is not what they have experienced in their previous studies (high school, or even university studies with lectures, face-to-face education). Some educators and learners would argue that learning should be simplified by the teachers, and so the curation of learning resources should rest solely on the teachers, and the learners are merely consumers of such curated resources (as isn’t that what a commercial customer wants when buying products?). So if education is viewed as a commodity, or a product that a learner could buy through the process of education, then such education would need to be “effective and efficient” from the educator’s point of view, as educators are responsible for the teaching and accountable to their institution authorities for what they are paid for. These fundamental roles of educators as assumed in institution could then be very different from that in a typical MOOC, where the roles of educators are shared amongst the peers, especially in the case of 2300 + in edu MOOC. Would the learners perceive their role in this way? Or would most (>95%) remain as LPP as is the case in past MOOCs?


3 thoughts on “#eduMOOC Week 3 Online and Networked Learning

  1. What were outlined here were ideas: Find out which community groups or online forums are most active and start there. One of the strategies that MOOCers could consider is not to confine learning to eduMOOC, but to extend the concepts and applications in face-to-face or blended learning, in networks, in our institutions etc. So MOOC is the philosophy to build community, starting from ourselves, and connecting the “dots” – communities and networks, and helping and supporting such interconnected networks, so we grow and develop together with those networks. This may be the big-picture approach towards education and learning, rather than focusing on the learning of individual units of competency at a micro-level, though each of us might approach them differently using a combination of PLE/VLE at work on a daily basis. What is critical in the success of eduMOOC would then be how people could start and sustain such connection, and view conversation as an ongoing part of learning, rather than a waste of time in chit-chatting, as might be often perceived in the bla-bla-bla social networking with “fun”. Is it a challenge for the busy educators who are looking for their lesson plans, and teaching tactics in handling student disciplines at work?

  2. Pingback: #eduMOOC Week 3 Online and Networked Learning | Learner Weblog | Open, Networked & Social Learning | Scoop.it

  3. Pingback: #eduMOOC Week 3 Online and Networked Learning | Learner Weblog | Connectivism and Networked Learning | Scoop.it

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