This document summarizes Andy's keynote presentation on massive open online courses (MOOCs). It describes how the author gathered information from his personal learning network on short notice to help prepare for the presentation. He reached out to contacts on Twitter and used the links and references they provided to familiar concepts to help him quickly understand new information. The author reflects on whether MOOC participants can provide themselves with the necessary conditions for learning, such as trust, curiosity, connectivity, and tenacity, through their own efforts as independent learners. He questions whether MOOCs are primarily about instruction and presentation or can facilitate more active, self-directed learning.

1. TELIC
21st Century Learning:
Massive or Myth?
30/5/2015
Introduction to Andy’s keynote on
#moocs.
Short summary of the process of engaging in my PLN
in context of a short term challenge

2. Sharing with you guys:
re-build a story as a means of introduction to Andy
How did I cope with this challenge and what made me decide?
Is there a connection between the way I handled this challenge
and the behaviour of participants in moocs?
Some thoughts and views of a mooc learner …

3. What happened?
Thursday 28th May 19.00: read Sebastiaan’s mail
(Where? In car. I know, I shouldn’t)
First reaction??
Foreign element causes a (short) period of chaos
(Satir, 1991)

4. Source image

5. Thursday 20.00:
Nice call with Sebastiaan.
#phonecalls
Connectivism? There was indeed a connection
In the meanwhile: some ideas emerged …
Where? #car
Observation: seldom ideas emerge on the workfloor

6. How to gather information?
Let’s keep it simple:
PPT of Valere (the obvious)
paper from Sebastiaan (mail, also obvious)
My own immediate frame of reference
And the connectivist approach?
Twitter: meaningful coincidences – synchronicities.
(Jung, 1993 [1952])
 Storify

7. PPT Valere
What triggered me, was this slide:
Why??
My own nodes / existing neural paths
I know the ‘Guy’
Tweets referred to him

8. I downloaded to my own routines (Scharmer, 2009)
Link with familiar gave me “good feeling”
U-theory source image

9. Other example of how I linked new information
on my own connections
other
knowledge
on Moocs?
Link to article Pedro on emotions …

11. Nothing to do with moocs …

12. Summary of Tweets: link to Storify
Interaction with Karin was very stimulating,
generated some flow (Csikszentmihalyi, 1990)

13. Observations:
People referred with short tweets.
No direct links to articles.
People referred to other people.
People referred to themselves (oh, those selfish bloggers
and curating Narcissusses  )
After 4 or five links: I lost interest … #hardday
Feelings of uncertainty arose…
All the hyperlinks: curating them in diigo
helped me structure things.

14. Trust
Curiosity
Connectivity / interaction
Tenacity
Neccesary conditions for learning?
And what about participants in moocs? Do they
provide these for themselves?
Is it the mooc, or the human learner behind the mooc?
OK, accessibility and speed accelerates the process!
Is a mooc mostly
about instruction and presentation?

16. CSIKSZENTMIHALYI, M. (1990). The psychology of optimal
experience. Harper & Row, New York.
JUNG, C. G. 1993 [1952]. Synchronicity: An Acausal Connecting
Principle. Bollingen, Switzerland: Bollingen Foundation.
PALMGREN, C. 2008. Ascent of the Eagle. Dayton, OH: Innovative
InterChange Press.
RYAN, R. M., & DECI, E. L. (2000). Intrinsic and extrinsic motivations:
Classic definitions and new directions. Contemporary educational
psychology, 25(1), 54-67.
SATIR, V., BANMEN, J., GERBER, J., & GOMORI, M. (1991). The Satir
model: Family therapy and beyond. Palo Alto, CA: Science and
Behavior Books.
SCHARMER, O. (2009). Theory U. Leading From the Future as it
Emerges. The Social Technoogy of Presencing. San Francisco,
California: Berrett-Koehler Publishers Inc.
Diigo link to tags