Networked Society


#Change11 An update on posts related to MOOCs as at 21 December 12

MOOC – Udacity and Coursera

Sounds really exciting this time with the MOOC, as reported by Audrey Watters 18 April 2012.

Both Udacity and MITx – as well as those 3 Stanford classes last term – focus on CS, but Coursera’s course catalog will extend beyond that one discipline. Ng and Koller promised me classes in poetry. They said there’ll be classes in science fiction and in folklore.  There’ll be sociology.  There’ll be continuing ed in medicine.

This is another post providing the updates on MOOCs – Elite Universities’ Online Play by Steve Kolowich 18 April 2012

Princeton, Penn and Michigan will join Stanford University and the University of California at Berkeley as partners of Coursera, a company founded earlier this year by the Stanford engineering professors Daphne Koller and Andrew Ng. Using Coursera’s platform, the universities will produce free, online versions of their courses that anyone can take.

Read more:
Inside Higher Ed

A whole new U 5 July 2012

These MOOCs seem to be moving at a trajectory that would provide a whole spectrum of free online courses to anyone interested in taking.


Coursera March 2012

A related post on MOOCs Education Startup Coursera Raises $16 Million From Kleiner, NEA by Ari Ley 18 April 2012

Envisioning a post-campus America The Atlantic 13 Feb 2012

Online Education Venture Lures Cash Infusion and Deals With 5 Top Universities by John Markoff

Drop In! Top Schools From Berkeley to Yale Now Offer Free Online Courses by Sarah Kessler

Coursera Adds Humanities Courses, Raises $16 Million, Strikes Deal with 3 Universities

Learning from MOOC by Audrey Watters

How will MOOC impact the future of college education  K. WALSH on 25 April 2012 14 July 2012,0,72285.story 17 July 2012 17 July 2012 18 July 2012 19 July 2012 20 July 2012 20 July 2012 20 July 2012 9 August 2012 A student’s perspective on Coursera 22 August 2012

MITx update

MITx education initiative

MITx What the students think? – Students response to prototype course.

Harvard and MIT team up to offer free online courses  NYTimes 3 May 2012

The problem with edx a mooc  by any other name/ Bonnie Stewart 2 May 2012 July 2012

Edx launch

Coursera the New face of Higher Education


Harvard and MIT team up to educate a billion people online by Liz Dwyer

edX The Release

edX frequently asked questions

The week in ed tech news by Audrey Watters 5 May 2012

Bionic learning by Cogdog 2 May 2012

edX platform more MOOCs and opportunity more research about teaching and learning online by Audrey Watters 2 May 2012

Hype X: What edX can and can’t do by Sherman Dorn 2 May 2012

MIT to develop new open learning enterprise unit for online learning by Tony Bates 18 March 2012

Harvard joins the MITx by Tony Bates 2 May 2012

David Brooks confuses MOOCs with Online Learning by Steve Kolowich 10 May 2012 20 June 2012 12 July 2012 3 September 2012

MOOCs 31 March 2012

Is community as important as content for online learning?

Open Access Courses 29 April 2012

edX a step forward or backward 4 May 2012

The Massive Open Online Professor May 2012

Open Education Grudge Match Thrun versus Khan by Matthew Roberts 8 May 2012

All MOOCs explained market open and Dewey  by Justin Reich 7 May 2012

5 things I’ve learned MOOCs – about how I learn  by Audrey Watters 9 May 2012

What my 11 year olds Stanford course taught me about online education 7 May 2012

The big idea that can revolutionize higher education 11 May 2012

Online education MIT higher education 13 May 2012

Come the Revolution by Thomas Friedman 16 May 2012

Disruptive innovation coming to higher education 19 May 2012 by Keith Hampson 20 May 2012

Faculty groups consider  how respond MOOCs byKaustuv Basu 23 May 2012

MITx Khan Academy and online education are no substitute for in school learning 24 May 2012 5 June 2012

Language of MOOCs by Audrey Watters 11 June 2012 June 2012 20 June 2012 20 June 2012 June 2012 30 June 2012 6 July 2012

Online platforms to help you further your education for free 15 July 2012 17 July 2012 17 July 2012 17 July 2012 18 July 2012 2 August 2012 2 August 2012 8 August 2012 8 August 2012 10 August 2012 On World Education University (WEU) 11 August 2012 21 August 2012 22 August 2012 August 2012 10 September 2012 24 September 2012 12 Oct 2012

Experience in teaching in xMOOC

Everybody wants to MOOC the world.

Why online education works

Colleges turn to crowd sourcing courses

Are MOOCs hyped?

Online learning MOOCs pedagogy technology

Coursera inspires Arizona Universities to offer free online classes

 MOOC report

The False Promise

Other MOOCs

The World’s largest supplier of free online learning by Tony Bates 30 April 2012

UMW featured in elis 7 things about new learning ecosystems by Jim Groom 3 May 2012

MobiMOOC wiki

MOOCs (Connectivist MOOCs, Social Constructivist MOOCs etc.)

Rise of MOOCs by Stephen Downes April 2012

MOOCs for the win by George Siemens 5 March 2012

Is MOOC the solution to future learning which includes updates on MOOCs, by Sui Fai John Mak 25 April 2012

What’s the problem with MOOCs by Doug Holton 4 May 2012

Leveling the ivory tower May  2012

There’s whole lot of MOOC going on by Curt Bonk 7 May 2012


I will keep updating this post on MOOCs.

Postscript: OER – Related resource on  MOOC

Higher Education

Please feel free to add to the list any future POSTS relating to MOOCs in the comment.  I would suggest to use a wiki similar to MOOC wikipedia to update these as archive.  Should I/we create such a wiki?

Slideshare by George Siemens August 2012 2 August 2012 John Mak 12 September 2012 Article on MOOC accessed on 26 September 2012 List of MOOCs News on MOOC 28 September 2012

“What You Need to Know About MOOC’s.” The Chronicle of Higher Education 2012. (a useful cluster of backgrounds, news reports, and opinions)

Schaffhauser, Dian. “Education Leaders See MOOCs, Distance Learning as the Future of Higher Ed.” Campus Technology 20 Aug. 2012. Web. (describes and links to recent survey by Pew/Elon College on future of education) Scoop of MOOCs by Hilary Culbertson 5 Oct 2012

A great collection of MOOCs blog posts here

#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?

How to measure the effectiveness of professional development activities

This post on measurement on the effectiveness of professional development attracts my attention.

Stephen commented in his OLDaily:

And the good point he make is that the effectiveness (if you want to call it that) of a learning event isn’t measurable at the time of the event – you have to wait for the cycles to complete.

Can the effectiveness of professional development be measured?  How and When?

I have composed a post on Teacher Training and classroom teaching here.  I have also shared my views and perspectives on Cooperative Online Education here.

I think an objective measurement of the effectiveness of professional development needs to be based on the context of application of the skills learnt and the teaching or learning situations.  An alternative assessment could be based on the learning achieved both by the educators and learners, throughout the course delivered by the educators, and after the course, in the form of research and course review.  This allows for a learning development for both the educators and learners rather than a “judgment” on a course based solely on the “effectiveness” of the professional activities.

Besides, the sole reliance of professional development is often not enough, especially in a complex learning environment.

What needs to be considered in mind could be illustrated with the pictures below:

How about this?

Here is the Networked Teacher (Photo: Flickr source: Alec Courus)

On Emergent Learning:

Integration of learning by Terry Anderson

#CritLit2010 Networked learning

In this Drexler, W. (2010) The networked student model for construction of personal learning environments: Balancing teacher control and student autonomy : a model for student construction of personal learning environment that balances teacher control with increased student autonomy.  This is a very interesting paper with lots of insights on the application of Web 2.0 and Personal Learning Environment

Here are my comments and questions in italics

In guided inquiry, the teacher provides the problem and directs the students to the materials for investigation (Colburn, 2000)

Under such guided inquiry, is a teacher-centered approach adopted?  Could people other than the teacher provide the problem?  How about the learner providing the problem?  Or the community of learners providing the problem?

The teacher is necessary to help the student navigate the breadth of content, apply the tools properly, and offer support in the form of digital literacy skills and subject matter expertise.

To what extent is the help of teacher necessary? Would this depend on prior experience and skills of the students?  What sort of digital literacy skills are important?

Principles of connectivism equate to fundamentals of learning in a networked world.  The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base.

Five of 15 responses directly mentioned the teacher as still necessary, even if the student was prepared to take on more of the responsibility for learning.

What is the significance of having 33% of students mentioned that the teacher as still necessary?

What did the 67% of students think about the role of the teacher?

Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning (McLoughlin & Lee, 2010).

Motivation, self direction, and technical aptitude are key considerations for implementing a networked student design.

My experience in networked learning also share similar considerations.

As the experience was related to 15 students in this case study, I am wondering how such networked learning experience would be translated in massive open online course (MOOC) in higher grades of K-12.

We have gained some insights into networked learning with CCK08, CCK09 and the current course of Critical Literacy 2010, and some of the research findings of CCK08 could be found below.

As discussed in my other posts on Complexity Theory here, it could be difficult to predict the outcomes of networked learning in advance, but we might be able to understand the impact of complexity on emergent learning after the course experience.

I think Wendy’s research provides valuable direction on how one could develop and implement networked learning based on PLE. Thanks Wendy.


#CritLit2010 Some questions and thoughts on social learning

I enjoyed reading Self as Locus of Learning by Ruth and here are my further questions and comments about education and learning in social media.

Would adult learners find it more enjoyable to learn with their “peers” in social media/networks/space?

I think adult learners enjoy learning with their “peers” in social media or networks.  I suppose adult learners would appreciate their peers as their “equals” in the network and so won’t be too worried about their own mistakes, their voices with personal reflections based on thinking aloud, their “half-baked” or “not yet thoroughly thought or tried out” ideas.  This is especially important if their peers treat them as learning partners of the community, and would therefore likely lend a helping hand as needed.

Photo: From Flickr

What would be an ideal learning (under an open and online education environment) for you?

The ideal learning in open/online adult/higher education for me  would be those based on an open, flexible, co-created and negotiated curriculum/courses, with lessons or sessions integrated with VLE/PLE/N that could suit my needs (interests, job/tasks/career plans or aspirations, research, leisure study, games collaboration, projects/problem based learning).

What are the benefits of networked learning to learners and educators?

By supporting and encouraging networkers (both educators and learners) to share and network with others through media in more creative and novel ways, learners and educators would be able to experiment with different technologies and media, different teaching and learning pedagogies, tools and techniques, which could help them in advancing their learning together to a higher level.  This would also help them to solve problems at work and develop new and innovative ways of thinking and working.

What is in it for adult networkers?

I suppose such “adult education” with less restrictive rules & controls would better unleash learners’ potential, so they could explore beyond their domains and cross pollinate their ideas with networkers of other professions.  Adult networkers would be better motivated to learn and work in cooperation and collaboration with each others in the networks.

What are the basic rules or protocols in social networking?

I think those rules or protocols need to be based on democratic principles, allowing people to have their voices (i.e. diversity of opinions), be respectful on others’ opinions, be trustworthy, open and honest with others in networking. Most importantly, treat others as you would have liked to be treated.

Why too many rules or protocols don’t work?

It would be helpful not to be overly mindful about the strict “pedagogy” that one has to adopt, or the number of “quality” posts/comments that one has to submit or respond in order to participate at the initial stages of networking, in order to encourage participation and discussion.  People need to enjoy the conversation before they could actively engage in further discourse.

Why labelling or stereotyping of networkers in social media (blogging, twitters, facebook etc.) is not helpful in social learning?

I think more people would enjoy the participation, networking and conversation in social media, if they are not prematurely perceived, judged or accused as too narcissistic.  Would a sense of appreciation, support and tolerances to each other’s “weaknesses” be much better than accusation and criticism of networkers, especially in social media?

How to achieve quality learning in social media?

Educators and learners could then negotiate what might be a “quality learning” from their joint conversation as an emergent learning outcome.

What is the pedagogy of quality social learning?

Quality social learning is based on the pedagogy of active participation, engagement and on-going conversation amongst participants and practitioners of the communities, with a view of continuous learning and development amongst the networkers.  This will gradually add value to the Social Capital of the community, and the network of communities.

Here are the videos by George Siemens and Stephen Downes sharing their views on Open Learning and Personal Learning:

How about Socializing Open Learning?

How about the role of Open Educational Resources in Personal Learning?

How do these social learning relate to the Critical Literacies that are significant to you?

How about your responses to the above questions?