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MOOC 2011: The Massive Open Online Course in Theory and in Practice
 

MOOC 2011: The Massive Open Online Course in Theory and in Practice

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Keynote address in Guadalajara Mexico. In this presentation I set the MOOC within the context of the objectives of this symposium on curriculum design, provide an outline of the history of the MOOC, ...

Keynote address in Guadalajara Mexico. In this presentation I set the MOOC within the context of the objectives of this symposium on curriculum design, provide an outline of the history of the MOOC, and use that history to create a description of MOOCs. See also <a>The MOOC Guide</a>.

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  • I shared your compilation of MOOC successes in my online EdTech MVCR TT1151 course and generated some interest to shadow this symposium in a Prezi project. I see great potential for crowdsourcing research by improving findability and discoverability of essential open content and grey literature. Personal Learning Networks create learning paths for students with help from subject experts willing to participate as mentors. Open access to course materials has the potential to improve instructional quality by raising the bar with informal peer review. Online instructors should understand what it means to aggregate, remix, repurpose, and feed forward information to be successful in meeting transparent, transliterate, and transformative goals for constructivist learning by students already moving at the speed of creativity. Several online instructors in my course were interested in following MOOCs already completed. Time seems to be the limitation for participation.
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  • I have a curious feeling after reviewing this presentation: It is an organized collection of slides that show the essence of MOOC in simple and interesting ways. However I wonder why MOOC becomes transcendent and in what contexts it become innovative. Is it because of the topic to be discussed, creativity in multicultural settings, or because of the methodology and means?
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  • Great stuff, very useful set of frameworks and ideas, not sure I agree with all elements, such as the 268 year-old obsession with AI, not sure that MOOCs, in and of themselves, are transcendent, but your starting question is spot on, what do we transcend and how? What is the purpose of what we do? Design participative learning processes so that we can create the necessary processes of a participative democracy.
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    MOOC 2011: The Massive Open Online Course in Theory and in Practice MOOC 2011: The Massive Open Online Course in Theory and in Practice Presentation Transcript

    • MOOC 2011
      The Massive Open Online Course in Theory and in Practice
      Stephen Downes, Guadalajara, 05 September 2011
    • El IV Simposio
      de la Comisión Nacional para la Innovación Curricular
      Innovate to Transcend
      Transcend what? How? Why?
    • Objectives of this Symposium
    • 1. Establish a forum for dialogue and reflection on topics and experiences
    • 2. Discuss, with international experts, innovative proposals in the field
    • 3. Promote training and updating of the participants in trends worldwide
    • 4. Encourage the development of reflective working groups and research
    • 5. Promote inter-agency work to develop proposals and projects
    • 6. Promote the strengthening and development of the organization
    • These are good objectives
      Where are they in the schools or in the traditional curriculum?
      To ‘transcend’ is to embody these objectives in new curricula.
    • To teach, in other words, our students in the same way we would teach ourselves
    • So here we are…
      How could we meet these symposium objectives in the days and weeks ahead?
    • The Theory…
      Learning and cognition happen in a network
    • The Practice…
      The Massive Open Online Course
    • As we watch, the world is changing
      Education is changing, learning is changing, curriculum is changing
      We don’t just post traditional courses online any more
      Here’s a short history…
    • 2007: The Wiley Wiki
      An Open Course based in a wiki
      Participants from around the world contributed to the creation of the course
      http://www.opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus
    • 2007: Alec CourosSocial Media and Open Education
      Open online course sessions with guest experts from around the world
      http://eci831.wikispaces.com/Session+List
    • 2008: CCK08Stephen Downes, George Siemens
      The First Massive Open Online Course (MOOC)
      http://ltc.umanitoba.ca/wiki/Connectivism_2008
    • Why is CCK08 the First MOOC?
      It combines open content (Wiley) and open teaching (Couros)
      But also…
    • It supports Massive Participation
      It does this by adopting a Connectivist pedagogy and structure
    • It is a Learning Network
    • 2006: The Personal Learning Environment
      The Scott Wilson Diagram displaying a distributed learning architecture
    • The Connectivist Architecture
    • gRSShopper RSS Feed Harvesting
      http://grsshopper.downes.ca/
    • 2009: CCK09, Connect Your PLN
      http://ltc.umanitoba.ca/wiki/Connectivism
      http://plnlab.pbworks.com/w/page/17277257/FrontPage
    • Personal Learning Networks
      Will Richardson
      Dave Warlick
      http://www.youtube.com/watch?v=mghGV37TeK8
      http://davidwarlick.com/wiki/pmwiki.php
    • 2010: Stephen Downes, Rita KopCritical Literacies & PLENK 2010
      PLENK 2010 involved a significant research effort
      http://connect.downes.ca/
    • PLENK Analytics
      Rita Kop
      Supporting ongoing MOOC participation
      http://www.irrodl.org/index.php/irrodl/article/view/882
    • The Anatomy of a MOOC
    • Critical Literacies
      Understanding how we use artifacts to communicate in online and other learning networks
      http://www.downes.ca/presentation/232
    • 2011: Year of the MOOC
    • Connectivism & Connective Knowledge
      CCK11: How to Learn in a MOOC
      http://www.youtube.com/watch?v=eW3gMGqcZQc
    • How to be Successful in a MOOC
      Dave Cormier
      http://www.youtube.com/watch?v=r8avYQ5ZqM0
    • Learning Analytics
      LAK11: How to measure success in a MOOC
      http://scope.bccampus.ca/course/view.php?id=365
    • MobiMOOC
      Inge de Waard
      Supporting Mobile Learning Technology
      http://mobimooc.wikispaces.com/
    • The madness and mayhem of DS106
      Jim Groom
      DS = Digital Storytelling
      DS106 redefined activities and participation
      http://ds106.us/
    • eduMOOC
      Large, well publicized, but not very interactive
      http://sites.google.com/site/edumooc/
    • eduMOOC underground
      Jeff Lebow
      Jeff Lebow, Google+ hangout, and Livestream:
      Taking something ordinary, and making it something special – YOU make the MOOC
      http://www.livestream.com/jefflebow/
    • AI-Class: Redefining Massive
      More than 100,000 people signed up for pre-registration
      http://www.ai-class.com/
    • Change 2011
      Downes, Cormier and Siemens try again
      Image: http://steve-wheeler.blogspot.com/2011/04/running-mooc.html
      http://change.mooc.ca
    • So what is a MOOC? What does a MOOC do?
    • It is a forum for dialogue and reflection on topics and experiences…
    • … where we can discuss with international experts in the field…
    • … and train and update ourselves in trends worldwide…
    • … and develop of reflective and research working groups…
    • … promoting inter-agency cooperation…
    • and strengthening and developing the organization
    • Stephen Downeshttp://www.downes.ca