December 31, 2010 by jennymackness There seem to be an increasing number of attempts to design courses based on connectivism principles. In my last post I wrote To think of a MOOC as being wrong is to think of it as a course. For me a MOOC is the antithesis of a course.
You are not logged in.   As George Siemens notes, "Soon to be offered MOOCs include: CCK11 (Stephen Downes/George Siemens, Learning Analytics (George Siemens/Jon Dron/Dave Cormier), Digital Storytelling (Jim Groom), Open Education (Rory McGreal/George Siemens), and Personal Learning Environments (Wendy Drexler/Chris Sessums). There are likely others" (and we'll list them on the newly launched mooc.ca . In the meantime, we (Alec Couros, Jim Groom, George Siemens, Dave Cormier, and I) are had a discussion Monday afternoon on Elluminate to talk about our successes and failures delivering MOOCs over the last couple of years. Here's a link to the Elluminate recording . Lisa M.
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I have now been an enrolled student in two classes being referred to as MOOCs (Massively Open Online Classes). I attended a discussion today that was offered by George Siemens in his blog post “ What’s wrong with (M)OOCs? “. I commented there on some challenges to MOOCs in traditional disciplines , but I am also formulating some ideas regarding the possible different types and formats of MOOCs as I adapt my own thinking in a way that will help me design a History MOOC.
When Stephen Downes and I ran Connectivism and Connective Knowledge 2008 , the term MOOCs (massive open online course) was coined – by Dave Cormier and Bryan Alexander – to describe open online courses with fairly high registration numbers. Open online conference that we were offering at University of Manitoba, and courses offered by David Wiley and Alec Couros, served as a fairly natural foundation for the development of MOOCs. Since then, a growing number of educators have offered similar types of courses: EC & I831 , CCK09 , Critical Thinking , EdFutures , PLENK , NANEC , and others that I’m sure I’m missing (please add them to the comments and I’ll update).
A first consideration of adapting MOOC techniques to the stock university situation. Have a look at these notes on Stephen Downes’s presentation . The more I’m immersed in the PLENK course and material, the more possibilities I see for driving MOOC teaching techniques and approaches into the stock university courses I teach.
We wrapped up our open course on Personal Learning Environments and Networks a few weeks ago. I want to address a few aspects of the discussion about personal learning networks (PLN). Often, on Twitter, blogs, and Facebook, I’ll read some variant of “my PLN is the most wonderful thing evar!!!”
A response to George Siemen's "My PLN is awesome..." and the whole "lurking bad" debate. by Dec 7
December 11, 2010 by jennymackness I have been thinking about this question since my last post. I notice that discussion on George’s blog has ceased and he has moved on, but the PLENK2010 NRC research team are continuing to pursue the question through two online surveys – one for active participants and one for self-confessed lurkers. The problem is that I don’t see this as an ‘either/or’ issue. More I see ‘active’ and ‘lurking’ as being on either end of a continuum, along which we will move in either direction, depending on the circumstances. Another difficulty I have with the surveys is that the researchers have already defined what they mean by ‘lurker’ and ‘active participant’, whereas I feel that the discussions that have been taking place have shown that there doesn’t seem to be a consensus about what these terms mean.
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1. Introduction Dulwich OnView (DOV) is a unique example of a museum blog run by volunteers from its Friends and the local community, with posts about both. This combination increases exposure and interest in the museum ( Dulwich Picture Gallery in southeast London, UK), attracting new audiences.