I really am not sure that it matters that a lot of the participants in MOOCs do not officially “complete”. Yet a lot of the furore around MOOCs centres on the fact that only a small proportion of the students actually complete the course. I’d like to argue that it isn’t necessary for students to complete the MOOC to get something out of it.
Legitimate peripheral participation (lurking!) is a phenomenon that has been studied in traditional online courses and communities and is particularly relevant in MOOCs. Someone like myself may well join a MOOC and take from it what I need and have time to get, and be perfectly satisfied with the learning I have achieved, yet perhaps not have completed very many assessment activities or indeed any at all.
Nottingham’s NOOC was an online course on Perspectives on Sustainability open to all staff and students at all three campuses of the University of Nottingham. Here’s the presentation from my talk about it at the Association for Learning Technology conference this week (sorry it’s a bit late!). Click into post for NOOCing Nottingham PDF
Post from my Learning Technology blog in March: How to create a tip of the week on Moodle March 21st, 2013 A report-type assessment on Moodle March 19th, 2013 Moodle help sheets added and updated recently March 13th, 2013 MOOCs are an opportunity not a threat March 12th, 2013
This blog post is a response to the first two weeks of EDCMOOC: E-learning and digital cultures. Technological determinism is obviously far too simplistic a model to explain social change throughout history. The reductionism required makes it deeply flawed. Some technologies have certainly been world-changing – the wheel is the
So here are the results of my design exercise for my own project – a MOOC (I’m focusing on assessment in a MOOC, but obviously at this stage the visualisations are of the assessment in the context of the whole course!) Course Feature Cards Activity profile – Predict A MOOC
As the subject is an area I’m particularly interested in AND a MOOC I’ve signed up for E-Learning and Digital Cultures at Coursera. I haven’t participated in a MOOC since CCK (Connectivism and Connective Knowledge) and they seem to have many more varieties these days. https://www.coursera.org/course/edc
Online courses open to all seemed to be the flavour of 2012. Although during the last year they have popularly been referred to as MOOCs (Massively open online courses) some are closer to open educational resources or self study resources. The original MOOCs follow a Connectivist philosophy, while the 2012
I’ve signed up for the MOOC (Massive Open Online Course) on Change: Education, Learning, and Technology change.mooc.ca. I’ve tried these courses before and (inevitably?) dropped out due to pressure of time. I plan this time to participate at a level which matches my schedule, so that I dip in and