MOOCs, Constructivism Unleashed #edcmooc

Maddie in My Mooc Adventure describes the E-learning and Digital Cultures MOOC experience well in her reflection. She does an excellent job describing the design of the course and how it was intended to operate. One point that resonated with me was how she discussed the fact that each participant could achieve their own learning objectives and engage in the content to different degrees.

This strikes me as exactly the point of having free, open source education platforms.

Let interested, engaged people work with some new content and learn from other people.

In short, rather than relying on a behaviorist model of “watch video lecture, take a quiz/test”, the E-learning and Digital Cultures MOOC adopted a more social constructivist or situated cognition approach to designing the learning experience. They gathered videos and readings from existing sources within a set of topics related to technology and our interaction with it – past, present, future. Notably, they used open source materials that were freely available on the web. From these sources, they presented discussion questions. The final assignment was the creation of a synthesis piece in which the participants were asked to create a digital artifact using two different media (e.g., text, images, video… whatever you like) on a platform of your choosing (as long as someone else could click it and see it, fair game).

The course was also interesting because of the emergent social interactions that happened across multiple platforms. These were strictly voluntary. Love Google Plus? Great. Love Facebook? Great. Want to twitter chat? Sure. Or don’t. Up to you grown-up taking this class for free.

Personally, I loved it.

Others, did not. They were expecting the instructors to “tell us what to do”. There was confusion about the digital artifact (what are we supposed to do? what is the ‘right answer’?). Some people ran with it and created beautiful videos and Prezis and Storyboards.

This says more to me about the participants and their expectations than the course design.

However, this is a common phenomenon when students are accustomed to “here’s a procedure, now practice” encounter a class which requires them to engage with content, synthesize, and problem solve. I appreciated the course designers creating an open environment and launching interesting conversations about complex topics that are not reducible to quizzes.

The other advantage in a MOOC is that if you don’t like it… .stop taking it. It’s free. That’s the best thing about it.

Advertisements

MOOCs, Constructivism Unleashed #edcmoo

My MOOC experiences

Following on my previous post, here is my deeper analysis and reflection on why this course worked for me and my peers.

To start with, below is the #edcmooc course details as mentioned on Coursera site:

“This course will not be taught via a series of video lectures. Rather, a selection of rich resources will be provided through which you can begin to engage with the themes of the course. While the teachers will be present in the discussion forums and in various other media environments, there will be an emphasis on learner-led group formation, and the use of social media to build personal learning networks and communities of peers. Rather than approaching this course with the expectation of exacting teaching methods or precise learning routines, we invite all participants to collectively experiment with what the MOOC experience might be.”

Target audience:

“E-learning and Digital Cultures is aimed at…

View original post 1,379 more words

Early Impressions of MOOCing

The MOOC I’m enrolled in has now officially begun. The MOOC phenomenon raises some intriguing questions for higher education and the way we know it now. Thus far, the first and most notable aspect of the EDC MOOC is that while the “official” class started January 27, 2013, the students began to be engaged in discussion, conversation, and information sharing at least a month in advance of the course. So, many learners are clearly highly motivated and interested in the topic. So, what if for the classes I teach, I opened up venues for students to engage in creating the course before the semester began? Would they? What content would emerge?

Second, the content in this class has been given and we are encouraged to engage in it as much as possible. Leading to the learning principle of “you get what you pay for”. In this case, the payment is time. If I put time in, presumably I’ll learn more about e-learning and digital cultures. But, I don’t have to be engaged in the course at any particular time or place. And, more notably, I can work with as much or as little of the content as I feel the need to do.

Finally, what if higher education offered more of these specific, needs-driven, short courses? Would working professionals or people looking to develop their own knowledge be interested? What if we break down the credit hour structures and the program structures and offered more special topics courses? What might we put out there as options for people who are seeking to learn but don’t need another degree?

#edcmooc