ABRAM ANDERS, ANN HILL DUIN,JOE MOSES, JODI SANDFORT
THE CCMOOCPROJECTWe explored MOOCs as co-learners andco-researchers in a “local chapter” or “studygroup” for the fall 2012 “Current/FutureState of Higher Education” MOOC. Throughthe “Cultivating Change Community”blogging site, we engaged an extendedcommunity of participants with a diversity ofacademic backgrounds, institutional roles,technological skills, and engagement levels(see http://z.umn.edu/ccmooc/)
PARTICIPANTPERSPECTIVESInterests and Opportunities• Faculty Development• Interdisciplinary Research• Institutional Innovation• Open Collaboration
CCMOOC ARTICLEPROJECTChallenges of MOOC participation• “low social presence” contexts of MOOC learning• The learning curve of virtual collaboration tools• becoming overwhelmed by information flows and distracted by outside demands (see Kop 2011)
CCMOOC ARTICLEPROJECTWe identify two critical perspectivesessential to theorizing and leadingMOOC inspired collaborative projects:• Networks of Practice (NOPs)• Personal Learning Networks (PLNs)
NETWORKS OFPRACTICEMOOCs constitute communities built onthe power of “weak ties” and are bestdescribed as “networks of practice” or“networks of interest” (Cox 2008).
NETWORKS OFPRACTICELike communities of practice, networks ofpractice can be organized to overcomecommon problems and support commoninfrastructures for success.
PERSONAL LEARNINGNETWORKS• Social and Technical Networks• Self-motivation and Self-directed Learning• Learning through “Making Connections”• Lifelong Learning and Professional Development
MOVING FORWARD• CCMOOC Article Project(s)• Future MOOCs?• Other Applications