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MOOCs to support the Commons
Rita Kop, Fredericton, NB,
Canada
International MOOC colloquium, The changing
MOOC identity, ...
http://depositphotos.com/2956013/stock-photo-the-open-lock.html
Opening up Pedagogy
MOOC research and data
Open
Connectivist
Learning
Institutionalization
of MOOCs
What is education for?
In today’s corporatized university, college students have
become consumers who can now choose across a
variety of educatio...
Relevance of MOOCs
• MOOCs reside on the
margin of the institution
• How might MOOCs
serve, enhance and
expand the Commons...
Strategic decisions to inform policy with
regards to MOOCs should be based on
Widening Access and Openness to Learning
and...
“Beauty does not reside
in simplicity. Nor in
complexity, per se. For a
molecule or a song, for a
ceramic vase or a play,
...
What makes us human?
Human minds are not cognitive
machines
Rita Kop
• Level of communication
• Technology used
• Active engagement
• Context
•...
Rita Kop
MOOC design and teaching
Teacher a mere noise?
Teacher and learner are both required to “invest
something of them...
Making MOOCs meaningful
Valuing local
contextual
knowledge
Creating
opportunities
for all
Rita Kop
ritakop.com
rkop@yorkvilleu.ca
https://yorkvilleu.academia.edu/RitaKop
Moocs to support the Commons
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Moocs to support the Commons

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MOOCs to support the Commons, International Colloquium “The changing MOOC identity”, University Federico II of Naples, Capri, Italy, September 2016

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Moocs to support the Commons

  1. 1. MOOCs to support the Commons Rita Kop, Fredericton, NB, Canada International MOOC colloquium, The changing MOOC identity, Capri, September 2016
  2. 2. http://depositphotos.com/2956013/stock-photo-the-open-lock.html
  3. 3. Opening up Pedagogy
  4. 4. MOOC research and data
  5. 5. Open Connectivist Learning Institutionalization of MOOCs
  6. 6. What is education for?
  7. 7. In today’s corporatized university, college students have become consumers who can now choose across a variety of educational products, rather than cultural citizens who must grapple to understand themselves and their world, as both individuals and participants in the welfare of the commons. Knowledge has been reduced to a market commodity, to be bought and sold to the highest bidder. Teaching in many classrooms now resembles a market “quality- controlled” operation driven by standardization and a banking pedagogy (Freire, 1971), overwhelmingly obsessed with the use of expensive and ever-changing technology. Darder, 2016, pg. 43.
  8. 8. Relevance of MOOCs • MOOCs reside on the margin of the institution • How might MOOCs serve, enhance and expand the Commons? • Could their openness foster that multiple voices will be heard? • How long might they be used to experiment with? • Openness
  9. 9. Strategic decisions to inform policy with regards to MOOCs should be based on Widening Access and Openness to Learning and Education
  10. 10. “Beauty does not reside in simplicity. Nor in complexity, per se. For a molecule or a song, for a ceramic vase or a play, beauty is created out of the labor of human hands and minds. It is to be found, precarious, at some tense edge where symmetry and asymmetry, simplicity and complexity, order and chaos, contend”. Hoffmann (2003, p. 7-10)
  11. 11. What makes us human?
  12. 12. Human minds are not cognitive machines Rita Kop • Level of communication • Technology used • Active engagement • Context • Diversity • Degree of distance
  13. 13. Rita Kop MOOC design and teaching Teacher a mere noise? Teacher and learner are both required to “invest something of themselves” in learning which results in personal fulfilment and genuine receptivity (Bonnett, 2002, p.241). That is what makes teaching as a profession worthwhile, this genuine interaction with other human beings.
  14. 14. Making MOOCs meaningful Valuing local contextual knowledge Creating opportunities for all
  15. 15. Rita Kop ritakop.com rkop@yorkvilleu.ca https://yorkvilleu.academia.edu/RitaKop

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