Kop and Fournier on MOOC Learning
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back Rita Kop [ Frederika.Kop@nrc-cnrc.gc.ca ] Fiona Carroll [ email@example.com ] National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group, 100, rue des Aboiteaux, suite 1113, Moncton, New Brunswick, E1A 7R1, Canada, [ http://www.nrc-cnrc.gc.ca/eng/index.html ] This paper explores cloud computing and how it might advance learning and teaching, particularly in terms of social creativity and collaborative learning.
People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year.
A PLE will be different from other information gathering tools as it aims to provide learners with tailor made information in a type of application that is centred on the student and would constitute the student’s personal educational record, portfolio, business and educational contacts, communications and creativity tools, library and resource subscription management, and related services. In short, it combines all tools and applications a learner needs to start a learning journey with recommendations of information based on earlier searches and personal profile, in addition to feedback from others on their learning. The PLE can be used by learners in a variety of contexts. They might like to carry out a learning project independently from others, or have contact with others during their learning. The PLE would recommend tools according to learner activity and learner project.
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A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses Rita Kop, Hélène Fournier, John Sui Fai Mak Abstract This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs).