THE MOOC OF
ONE
Stephen Downes
INTED, Valencia, March 10, 2014
WHAT IS IT TO BE ‘ONE’?
• What is it do be one person?
• What is it to be Valencian?
• What is it to be a doctor?
We think...
TRADITIONAL COURSE
In the
traditional
course, we
just throw
content at
people, and
hope it sticks.
Traditional
Course
Webs...
IS BEING ‘ONE’ BEING
THE SAME?
It is as though we felt everyone must have exactly the
same content-knowledge to be a perso...
THE MOOC
• Massive – by design
• Open – gratis and libre
• Online – not blended,
not wrapped
• Courses – not
communities, ...
MASSIVE OPEN ONLINE
COURSE
Site
A MOOC is a Web, not a Website
CCK08
http://connect.downes.ca/cgi-
bin/archive.cgi?page=thedaily.htm
http://wwwapps.cc.umanito
ba.ca/moodle/course/view.
...
2800 students
1800 students
3000 students
http://edfuture.net/
http://change.mooc.ca/
http://connect.downes.ca/
OTHER COUR...
CURRENTLY
MOOC REL 2014
http://rel2014.mooc.ca
COMPLAINTS, COMPLAINTS
• Reading this course is like reading a
dictionary
• I can’t find specific content on
something
• W...
CONNECTIVIST MOOCS
http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first-
impressions/
WHAT ABOUT PROCESS?
• Operational – ‘one’ defined by reference to a series
of steps or operations
• Functional – ‘one’ def...
HAVING A ‘FEEL’ FOR IT
• But if you lose your place, how do you find your way back?
• A basis in process is empty, soulles...
CREATING THE EXPERIENCE
• Discovery learning, experiential learning
• Constructionism, ‘making’
The idea is to create ‘one...
UNDERLYING MOOC
SUPPORT
Site
1. First student creates
resource and sends
info to course
2. Second student sees
resource in...
COURSE PROVIDER
PERSPECTIVE
Site
Student
content
Course
content
Subscribed
students
Live
online
events
Event recordings
THE FLEETINGNESS OF FEELING?
• Where do our memories go when we’re not
having them?
• Are we still a doctor when we’re asl...
THE SEMIOTIC APPROACH
• The Big Answer – we turn the camera outward and
look at the world
• Social constructivism
• Empiri...
TAKE AWAY THE HOMUNCULUS
• There is no camera
• There is no little man
• There is nobody to
‘construct’ our
representation...
SELF-ORGANIZING NETWORKS
These are at once perceptual systems
and reasoning systems
DESIGN PRINCIPLES
Autonomy
- Choice of contents
- Personal learning
- No curriculum
Diversity
- Multiple tools
- Individua...
PERSONAL LEARNING
http://dmlcentral.net/blog/howard-
rheingold/diy-u-interview-anya-
kamenetz
http://www.downes.ca/post/58...
THE STUDENT’S
PERSPECTIVE
Site
A range of different resources and services
LPSS CORE TECHNOLOGIES
LEARNING AND
PERFORMANCE SUPPORT
http://halfanhour.blogspot.com.es/2013/12/learning-and-
performance-support-systems.html
...
TO BE IS TO ‘KNOW’
• Where ‘knowing’ is in the sense of ‘recognizing’
TO BE ‘ONE’ IS TO BE YOU
The emphasis on the
MOOC has always been
on the ‘massive’ – but
what makes the MOOC
special is th...
http://www.downes.ca
Upcoming SlideShare
Loading in...5
×

The MOOC of One

26,896

Published on

In this talk I examine the transition from the idea of the massive open online course - MOOC - to the idea of the personal learning environment. In the process of this discussion I question what it is to become 'one' - whether it be one course graduate, one citizen of the community, or one educated person. I argue that (say) 'being a doctor' isn't about having remembered the right content, not about having done the right things, not even about having the right feelings, nor about having the right mental representations - being one is about growing and developing a certain way. For audio, please see http://www.downes.ca/presentation/336

Published in: Education, Technology
6 Comments
43 Likes
Statistics
Notes
No Downloads
Views
Total Views
26,896
On Slideshare
0
From Embeds
0
Number of Embeds
103
Actions
Shares
0
Downloads
241
Comments
6
Likes
43
Embeds 0
No embeds

No notes for slide
  • Howard Rheingold searches for the new in Anya Kamenetz'sEdupunk's Guide, suggesting that what has been added is the idea of the personal learning plan to the personal learning network. "Making a public commitment to something is going to increase your accountability," says Kamenetz. Rheingold writes, "Her work serves as a bridge between blended learning and peeragogy. I previously wrote about Shelly Terrell and personal learning networks" and asks here what it takes for a group to self-organize. Kamanetz responds that there needs to be a common understanding of the goal - of course, this would be the outcome of self-organization, not what makes it possible.
  • The MOOC of One

    1. 1. THE MOOC OF ONE Stephen Downes INTED, Valencia, March 10, 2014
    2. 2. WHAT IS IT TO BE ‘ONE’? • What is it do be one person? • What is it to be Valencian? • What is it to be a doctor? We think of education as transforming a person into something, but what does that mean? Do we even know?
    3. 3. TRADITIONAL COURSE In the traditional course, we just throw content at people, and hope it sticks. Traditional Course Website Most online courses are based on content-based websites (even Coursera, Klan and Udemy)
    4. 4. IS BEING ‘ONE’ BEING THE SAME? It is as though we felt everyone must have exactly the same content-knowledge to be a person, a Valencian, a doctor. But we know that’s not true.(*) (*) This is an empirical proposition you can test for yourself.
    5. 5. THE MOOC • Massive – by design • Open – gratis and libre • Online – not blended, not wrapped • Courses – not communities, websites, video collections, etc Image: Gordon Lockhart http://gbl55.wordpress.com/2011/03/08/cck11-man-this-mooc-is-something-else/
    6. 6. MASSIVE OPEN ONLINE COURSE Site A MOOC is a Web, not a Website
    7. 7. CCK08 http://connect.downes.ca/cgi- bin/archive.cgi?page=thedaily.htm http://wwwapps.cc.umanito ba.ca/moodle/course/view. php?id=20 2300 students
    8. 8. 2800 students 1800 students 3000 students http://edfuture.net/ http://change.mooc.ca/ http://connect.downes.ca/ OTHER COURSES
    9. 9. CURRENTLY MOOC REL 2014 http://rel2014.mooc.ca
    10. 10. COMPLAINTS, COMPLAINTS • Reading this course is like reading a dictionary • I can’t find specific content on something • Where does it tell me what to do? • There’s too much content to read • How do I know who to trust?
    11. 11. CONNECTIVIST MOOCS http://x28newblog.blog.uni-heidelberg.de/2008/09/06/cck08-first- impressions/
    12. 12. WHAT ABOUT PROCESS? • Operational – ‘one’ defined by reference to a series of steps or operations • Functional – ‘one’ defined by similarity of method, purpose or function • Teleological – ‘one’ defined by goal or objective
    13. 13. HAVING A ‘FEEL’ FOR IT • But if you lose your place, how do you find your way back? • A basis in process is empty, soulless and mechanical Thomas Nagel: What is like to be a bat? http://rintintin.colorado.edu/~vancecd/phil1000/Nagel.pdf
    14. 14. CREATING THE EXPERIENCE • Discovery learning, experiential learning • Constructionism, ‘making’ The idea is to create ‘one’ by creating the conditions that lead to being ‘one’ Kirschner, Sweller, Clark – Object that discovering some fact or principle is less efficient than being told what it is. Dismiss experience as irrelevant.
    15. 15. UNDERLYING MOOC SUPPORT Site 1. First student creates resource and sends info to course 2. Second student sees resource info in newsletter and RSS feed3. Second student accesses the resource directly 4. Second student finds link to third student’s resource
    16. 16. COURSE PROVIDER PERSPECTIVE Site Student content Course content Subscribed students Live online events Event recordings
    17. 17. THE FLEETINGNESS OF FEELING? • Where do our memories go when we’re not having them? • Are we still a doctor when we’re asleep?
    18. 18. THE SEMIOTIC APPROACH • The Big Answer – we turn the camera outward and look at the world • Social constructivism • Empiricism and logical positivism • The Little Answer – we turn the camera inward and look at the world introspectively • The primacy of reason • The critical (digital, or whatever) literacies approach These are semiotic approaches, based on the idea of reason and representation
    19. 19. TAKE AWAY THE HOMUNCULUS • There is no camera • There is no little man • There is nobody to ‘construct’ our representations for us
    20. 20. SELF-ORGANIZING NETWORKS These are at once perceptual systems and reasoning systems
    21. 21. DESIGN PRINCIPLES Autonomy - Choice of contents - Personal learning - No curriculum Diversity - Multiple tools - Individual perspective - Varied content Openness - Open access - Open content - Open activities - Open assessment Interactivity - Encourage communication - Cooperative learning - Emergent knowledge
    22. 22. PERSONAL LEARNING http://dmlcentral.net/blog/howard- rheingold/diy-u-interview-anya- kamenetz http://www.downes.ca/post/58150
    23. 23. THE STUDENT’S PERSPECTIVE Site A range of different resources and services
    24. 24. LPSS CORE TECHNOLOGIES
    25. 25. LEARNING AND PERFORMANCE SUPPORT http://halfanhour.blogspot.com.es/2013/12/learning-and- performance-support-systems.html http://www.nrc-cnrc.gc.ca/eng/solutions/collaborative/lpss.html
    26. 26. TO BE IS TO ‘KNOW’ • Where ‘knowing’ is in the sense of ‘recognizing’
    27. 27. TO BE ‘ONE’ IS TO BE YOU The emphasis on the MOOC has always been on the ‘massive’ – but what makes the MOOC special is that for each person taking a MOOC, it is essentially the work of the one. Yourself.
    28. 28. http://www.downes.ca
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×