July 25, 2012, 4:06 pm
…At the heart of the work of Siemens and Downes is connectedness. Both have written importantly about the social character of learning, the way that actual learning means entering a community of persons asking tough questions, with a shared passion, etc. Relatedly, both insist that knowledge is not “a thing to be acquired,” but an activity. As any working researcher knows, academic, professional, medical, industrial, and pharmaceutical knowledge doesn’t stand still–it moves with the community of researchers, with vortices of conflict, ebb tides, and occasional tsunamis of unreason.
Good MOOC’s, in their view, foreground and sustain the social dimension of learning and active practices, i.e., knowledge production rather than knowledge consumption. To a limited extent, certain experiments in MOOC’s that foreground social media participation over “content mastery” realize some of the ideals of Siemen and Downes….
- MOOCs – returning to questions of assessment and why we learn… (ictenhancedlearningandteaching.wordpress.com)
- MOOCs: Why Do We Need Instructional Design? (cain.blogspot.com)
- Moving Towards a Culture of Learning #MOOCs (mguhlin.org)
- This just in: MOOCs are all the rage right now (zythepsary.com)