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Week 01 : Orientation
Week 02: Zoraini Wati Abas
Week 03: Martin Weller
Week 04: Allison Littlejohn
Week 05: David Wiley
Week 06: Tony Bates
Week 07: Rory McGreal
Week 08: Nancy White
Week 09: Dave Cormier
Week 10: Eric Duval
Week 11: Jon Dron
Week 12: Clark Aldrich
Week 13: Clark Quinn
Week 14: Jan Herrington
Week 15: Break
Week 16: Break
Week 17: Howard Rheingold
Week 18: Valerie Irvine and Jillianne Code
Week 19: Dave Snowden
Week 20: Richard DeMillo, Ashwim Ram, Preetha Ram, and Hua Ali
Week 21: Break
Week 22: Pierre Levy
Week 23: Tom Reeves
Week 24: Geetha Narayanan Week 25: Stephen Downes Week 27: Antonio Vantaggiato Week 28: Tony Hirst Week 29: Alec Couros Week 30: Marti Cleveland-Innes Week 31: Diana Laurillard Week 32: George Siemens Week 33: George Veletsianos Week 34: Bonnie Stewart Week 35: Terry Anderson
Hi, Rebecca. I recall having some trouble with this in CCK11 as well. It seemed that the threads started from posting comments elsewhere on people's blogs but I'm not 100% sure. I don't know if looking at the other course would give you any insight?
Thanks for asking about this because I felt silly during the last course for not figuring it out! :) [Comment]
Here we go: Stephen's new guidance is pretty clear - new threads only start from a comment on a post found in the viewer or newsletter.
Hope that helps! :)
Thanks, Stephen. This is my third attempt at MOOCing and your post is a great summary of the major impacts we feel when immersed in this new way of experiencing learning in a network. I also finally 'get it' about how discussion threads work now. Cheers! :) [Comment]
I like this reflection on moocs as conferences. Participants at in-person conferences over the past decade have often told me how much they enjoyed the networking aspects the most, including the lunches, breaks, open market or café styles of choosing speakers and so on. It was the opportunity for connecting and sharing - with a familiar face or a new contact - that they considered most valuable. The same holds true of my mooc experiences to date and my expectation for #change11. I am here to connect and to share.
I also like your point about how "people can digest information longer, blending conference content into their daily routines and own occupations." I think that is what makes moocs so powerful: the ownership is on each of us to digest the info flow in our own unique ways and retain whatever vitamins and minerals we need to grow within our daily lives and professions. [Comment]
Thanks, Lars, will check this out from home.
It would be interesting to do a little poll of who can access FB at work (on a work device not your own) and who can't.
Can't = 1
Great debate here. In my opinion, a mooc *may* involve collaboration, it *likely* involves cooperation, but it doesn't have to do either of these things. It doesn't *have* to do anything...in a strangely liberating and almost intoxicating way, a mooc is what we make it to be.
For example, some participants may wildly disagree with one another. Others may lurk and not interact or contribute. These folks might not be actively cooperating or collaborating with anyone but they are part of the experience nonetheless. Now I am not sure if I should even use the word participant...moocs offer the individual a self-defined way of 'participating' and I find that so enjoyable and refreshing. Collaborate, cooperate, contribute, observe, reject, disagree, debate, observe, read only...it's all possible and all welcomed here. [Comment]
Thanks for this, Giulia. DS106 is saving me from terminal boredom (pun intended) on a Friday afternoon. :) [Comment]
@jreddick and @Jim Stauffer's comments remind me to be mindful of designing audio solutions for learners. I tend to be very focused on written/visual and often overlook this aspect. Thanks for the reminder to broaden the choices beyond my own preferences! [Comment]
Saw this and thought of @Glenyan's post.
The author's three favourite elements (networking, best practice sharing and new ideas) seem to be both the foundation and the outputs of a great mooc, don't you think? [Comment]
Re: #change11.Steven Johnson (2010). Where good ideas come from.
brainysmurf, , September 19, 2011.
Neat example of ideas coming together with others' input from Harold Jarche:
What do people think of this graphic now? I wonder what we will think of it over the coming weeks in Change11? [Comment]
Some insights from Jane Bozarth in her book Social media for trainers: techniques for enhancing and extending learning
"Clark Quinn offers perhaps the best definition of 'learning': 'Learning encompasses retention and transfer of new information.' Regardless of how the information is gathered (for instance, from a trainer, from trial and error, from watching someone else), can the person remember the information, then make sense of it in context and apply it appropriately? The context of a problem – an opportunity to use the learning – triggers relevant associations with it...One challenge in supporting learning within an organization is that we so often don't realize when it's happening. Those who are learning don't always think of it as 'learning', nor do they always think of themselves as 'adult learners'. More often they call it 'solving a problem."
"Helping learning and organizational leaders recognize that 'learning' is about retaining and transferring new information – not passively listening to a presentation or taking multiple-choice assessments – will help move your workforce toward becoming members of a true learning organization."
Hope this useful and thanks for the question.
Hi, Rebecca. I feel your pain about not being able to go 'back' to the master list of blog posts to see others or make comments or to start new discussion threads without commenting on someone else's post first. I find myself having to open a lot of separate tabs (IE8) when I want to cross reference things.
Also saw your post almost 'back to back' with Jasmin's (yours through mooc site and Jasmin's through daily newsletter) and thought you both might like to compare notes on engaging or not.
Keep well and hope to see you in the webosphere.
I enjoyed your thoughtful post, Donna. Your words show vulnerability, trust in the process, willingness to risk, reflection on practice and a curiosity about the world. In my opinion, those are some of the best characteristics to bring into a mooc. Thanks for sharing! [Comment]
This post invited me to hone in on the word *critical* - not in the sense of quantity but quality. I observe that moocs seem to attract participants who are critical by nature: of the status quo, of their personal learning journeys, of the traditional theories around learning. For me, the value I get repeatedly from moocs is the feeling of belonging among like-minded educators who are willing to be critical, to wander off the path and not be lemmings. Thank goodness these spaces and faces exist! I agree with Daniel's comment that a critical mass for me is >0. [Comment]
Great synopsis, Jim! I just heard about geo-thermal energy discoveries in the Yukon so I'm thinking in parallel that those of us who hung in there yesterday were uncovering our own sources of energy deep beneath the surface. [Comment]
Really useful metaphors, Jennifer. Building on the library example, I can think of The Daily as my card catalogue (for those of us old enough to remember what that is). I can flip through resources by author, by title, by keyword, sequentially or randomly. Others are helping to 'categorize' the information exchange through bookmarks, tweets, etc. Thankfully, as of others have stated, it isn't a 'shush' library...it's more like a conference room with huge bookshelves and endless nooks where you can go off to read quietly or discuss with others. Some of the 'books' have notes pencilled in the margins for the next reader to ponder. Will have to ponder this a little more... [Comment]
I like this...maybe the mooc is a buffet where you bring your own serving dish. It's as big or as small as you like. You might take a heaping pile one day, a smaller bowl the next and nothing but dessert the day after that.
I've used the buffet metaphor recently in describing moocs to my superiors. I compared them to the fixed menu of formal learning that requires selection of one appetizer, one main course and one dessert, to be served in that order. A buffet is individualized, offers variety and choice, and usually a low inclusive price. You might even get insights from your fellow eaters who recommend one dish over another. [Comment]
Thanks for this suggestion - perhaps one week we could have three live meetings in total?
1. a warm-up to discuss the theme and readings and develop questions
2. the scheduled speaker presentation
3. the review to discuss what we heard and read
Thanks for this, it resonates so well with my own feelings of 'moocing about' as you say and not needing or wanting to set specific objectives.
Moocs are everything that I wish my workplace could really be: networked, sharing by default, respectful, tolerant, diverse, horizontal, sometimes collaborative, often cooperative. I am here because it's refreshing (even on my third go) and now I get excited to see familiar names out there.
My primary driver in this one is simple exposure to viewpoints and resources. I am continuing to get more comfortable with sampling from all that is growing in the learnscape (nod to Jay Cross for that word). I just want to run around in the field like a kid holding a kite, stopping to smell whatever wildflowers catch my eye. I'm not here to mow the lawn into perfect rows of a specific height set by someone else's standards or expectations...believe me, I get enough of that boxed in feeling Monday to Friday. :) [Comment]
Lessons in new media: don't forget the old, simple stuff
brainysmurf, 169 - MixedRealities, September 23, 2011.
Thanks for reminding me that it was the variety of communication tools available (what we might call 'no wrong door') that helped to clarify the experience from 'is it just my personal computer?' to 'it's a sysystems issue!' to 'come join us on Fuze instead!' I think it was less than 20 minutes from false start to success. Amazing!
Whether one was watching the changemooc home page, following Twitter, FB or all of the above, it was fairly easy to troubleshoot and navigate to the new space for the meeting. We also had the comfort of knowing the presentation was being recorded so we could come back to it later if needed. [Comment]
I love that the free global tools I have at my fingertips (mooc.ca + The Daily + Google translator) let me have access to Mariana's comment from another hemisphere, which translated as follows:
"This is a fascinating subject. As an educator I face the challenge, the digital challenge every day. The technology used to reach unthinkable goals, cognitive partner as an ally. Our environment is opened, the "most" is making our world expands global. ALTERNATIVE IMPACT, OPENING AND A LOGIC TO GENERATE STRESS RESISTANCE, an uncertainty that if we look with eyes of opportunity forward. Thanks from Argentina"
Ok not a perfect translation but I now understand the spirit of her points and it helps to feel a connection. Amazing times we live in! [Comment]
Re: Short Video: How to track conversations in #change11
brainysmurf, , September 27, 2011.
Great advice, George, and helps to feel like we are not alone in the 'muddle'. Your clip had me contemplating personal and professional characteristics:
I have traditionally been proud of (and recognized for) my reputation of thoroughness, attention to detail, my logical and linear approach to things (sort of an A-Z). I think I would be a good editor, just hand me a red pen.
Tension in a mooc, for me, seems to be provoked by
• Trying to balance quantity and quality
• Not wanting to miss something
• Maintaining privacy
• Balancing time available against my growing interest
I also have to question how I look at 'skimming'. As a student and now, as a professional, I was raised (and rewarded) to see skimming as something lazy, unthorough, for those without an attention span. Skimming is what you did when you ran out of time or were too hungover from the university partying days. Skimming is what you did to 'get by'. Now, skimming seems to be essential, at least as a first step to find something that you want to explore more deeply.
More tension comes from within and from colleagues who see our superiors as 'skimming' over the issues, taking on too many things at once, not going deeply or being able to focus. Is there a time and place for skimming? Or will it inevitably take over every aspect of our actions? Am I comfortable being a 'skimmer'? [Comment]
SO helpful and led me on a fascinating journey this morning through other resources on digital Blooms. Thanks! [Comment]
Great content, led me on a journey of understanding big changes to Bloom's that I wasn't already aware of. :) [Comment]
PS more great stuff here on Andrew Churches' version http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy#Bloom's Digital Taxonomy Summary Map [Comment]
The tale of the 'achingly beautiful' and 'sad' Tweet
brainysmurf, 173 - The MOOCow, September 27, 2011.
'Achingly beautiful and sad' caught my eye too...thanks for this thoughtful post. Your undiscovered continent theme resonated with me from playing a a computer game called Sid Meier's Civilizations. When you start a new game, you can be placed on a continent as an explorer. Only the square of land under your feet is revealed and the rest is covered by clouds and shadows.
What lies in the squares surrounding you remains to be seen: one could be a dry desert or a rich farming resource, another offers access to a waterway. As you go forward, you start to recognize patterns, perhaps the foothills of a mountain that is rockier in the next square. In another direction, you might find a green pasture that will contain livestock or fruit.
This is true of the treasures in The Daily. One doesn't know what lies in the next square (of the screen) or beyond without taking one click/step forward, watching for patterns, and exploring in the direction that is most appealing. [Comment]
Congrats, your contributions are distrubted through The Daily :)
Your comments on different types of knowing reminded me of a resource I refer to often: Ted Kahn's seven knows as cited by Jay Cross in "Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance" (2007) p. 64 (see Google books)
1. Know-who - Social networking skills, locating key people and communities where competencies, knowledge and practice reside – and who can add the greatest value to one's learning and work
2. Know-what/Know-not - Facts, information, concepts; how to customize and filter out information, distinguish junk and glitz from real substance, ignore unwanted and unneeded information and interactions
3. Know-how - Creative skills, social practices, tacit knowing-as-doing experience
4. Know "What if...?" - Simulation, modeling, alternative futures projection
5. Know-where - Where to seek and find the best information and resources one needs in different learning and work situations
6. Know-when - Process and project management skills, both self-management and collaborative group processes
7. Know/Care-why - Reflection and organizational knowing about one's participation and roles in different communities; being ecological and socially proactive in caring for one's world and environment
Hope this helps. [Comment]
Your ripples in the pond are part of the bigger 'sea change' in networked learning. Keep up the great reflections! [Comment]
I miss seeing palm trees. Learning from one's lawn sounds like a great fit, weather permitting. :) [Comment]
Congrats on making time to leap into blogging. I haven't done that yet myself.
You mentioned 'having' time in your post. One of the practices I have tried to hold to over the last few years is to drop 'having time' from my vocabulary in favour of saying I didn't 'make time' for a thing. It's interesting how it shifts my awareness of choices, priorities, etc. and offers me an opportunity to be okay with all of that. [Comment]
Ah, that's because I don't have a blog (yet). I'm kind of addicted to seeing my comments in the daily and hoping they generate some replies. :) [Comment]
Re: Short Video: How to track conversations in #change11
brainysmurf, , September 28, 2011.
Thanks, lrenshaw, I think we're on to something here. In addition to examining perceptions of skimming, we may also need to think about giving ourselves permission to skim (for those of us who weren't inclined to do it in the past). For me, this isn't about saying "ok, well I have to skim even though I don't want to or don't think it's good". It's saying "skimming is appropriate now and keeps me from getting bogged down." [Comment]
I was reading a bit about digital natives and digital immigrants in a Bloom's taxonomy piece yesterday. It has me wondering if concers about technology literacy will fade away in the near future as digital natives move into the professional world and, some of them, into teaching. In essence, will most (all?) future teachers be 'technology specialists' by default? [Comment]
Hard to say, vheerme1, though most industries may have their dinosaurs of some sort. The ones I've met so far seem to keep their heads down low and muddle through until retirement.
Perhaps digital literacy mirrors second language acquisition: quite easy to asborb up to age nine or so and then an uphill battle to acquire later in life. Not that one can't become more digitally literate (or second language fluent) as years go on, just that it takes more effort somehow and some just don't seem willing to make the time and the effort.
I wonder if it all comes down to willingness to change...and there goes the lightbulb in my head about the essence of this course! :) [Comment]
Giulia, by sharing this dream you left gold for us to find in The Daily and on your blog. You captured so eloquently the difficulty of expressing to those outside the sifter what these experiences mean to us. Thanks for this, it's extremely validating. [Comment]
As a non-librarian, I totally understand your vision that "The library of the future will be the one you make for yourself." Well said!
Thanks for reminding me that I enjoy "marinating" myself in moocs because they offer the same enchantment as my childhood days of immersion in hard copy and spoken words during storytime at the local library.
I resonated with the bit about introverts...I find myself far more extraverted in this environment than I would be during an in-person class. You'll find your own comfort zone. :) [Comment]
Thanks for myth-busting about how doctors *actually* learn, Dave, this is so refreshing. I also share in your frustration with the measurement vultures that strip the life out of learning by squeezing it into figures on a report.
As you say, "It's messy. Hard to track. Ugly to teach." And it *is* the most important thing in the world so maybe it deserves some alternatives to traditional measurement. What that looks like, I'm not sure.
The only comfort I have found so far (advocated by Jay Cross and others) is to focus on measuring performance rather than learning. At least with performance, you can say whether Johnny is able to make x widgets in y minutes of z quality. Does it really matter how he got there, through textbook or tweet? [Comment]
I see a profound shift here rather than a loss. All of that encouragement, nourishing, feedback, reflection, mentorship and critique that was formerly the exclusive domain of the teacher is now distributed among network participants. This is potentially hundreds of fellow moocers and mooc facilitators as well as anyone else in the webosphere who chooses to chime in.
In essence, the teacher is no longer the only one who knows or defines what 'right' is and is not the only one who guides us there.
I don't feel alone here. I feel that I am among like-minded souls and I get more out of this space than I might in a traditional classroom where I could feel alone in the crowd. [Comment]
"Balance, focus, exploration, meaningful interaction, adjustment."
Thanks for these, Michael. You've prompted me to think about immersion, freedom, exploration, choice and expression as I make sense of this experience and as I fluctuate between active participant and your wonderful term "agile lurker". [Comment]
Good question, George. Creating a mash-up of the knowledge, repurposing it and contributing it to the collective were things that I was hesitant to do earlier in my moocing experience.
It took something more personal than technical know-how (though that was important too). It took risk, trust and confidence on my part to feel that creating and contributing outside my own head or my own desk was worthwhile and that I could participate without compromising my privacy.
It was also thanks to fellow moocers that I recognized the value (dare I say obligation) of reciprocity such that creating and contributing is a commitment I make to honour others who have done so for much longer than I.
Maybe we need to add a fifth 'c' to the charting framework then: commitment. [Comment]
It might be early days in figuring out what big button is needed to turn moocs 'on' for people but maybe it will be some kind of hybrid mashup of existing platforms rather than something new. To borrow from Jane Bozarth, it helps to meet learners where they already are. If learners are already on blogs, Twitter, FB, best to connect with them there (or make connections between those platforms) than to invent something new or separate? [Comment]
Love this: "If children have interest then education happens." How true of us all.
To address your question: "I asked myself in what ways is a MOOC a self organised system - one that might change in unexpected ways as it developed - and in what ways might it change?" I wonder to what degree we will give in to the temptations to structure, organize, measure and ultimately constrain the parameters of this new approach to learning. Will a mooc remain massive, open, online and a course? Even in today's synchronous session we were questioning the word 'course'.
I find it very difficult to imagine the future though I feel it's not as far away as we think.
Sounds like a great start and you're right to acknowledge how your students may come to the class ill-prepared as self-directed learners. Evaluation is not my strong suit either but here are a few ideas:
- Could students choose one or more assignments from a 'menu' in the same section to achieve the same goals or demonstrate the same knowledge and skills?
- Could students develop a mechanism to value each other's blog posts as 'sound participation' so that it's not only teacher-driven evaluation?
- Could you give students the learning objective for a lesson and have them figure out how they will achieve it, through whatever form of 'artefact' they can defend (write a paper, blog about it, create a model, produce a diagram, etc.)?
- Could you give them the final assessments up front and say "This is what we are working towards for the whole semester"?
My pleasure, Robert, glad my comments were helpful. Thanks for sharing your approach. It sounds like you've put far more effort into considering the whole continuum of the experience than most of the teachers I met in my formal learning days. Keep up the great work and let us know how the students respond and what they create! :)
Thanks for these questions, AK. I personally think the dip in and out aspect of moocs are vital to their uptake considering that many of us have other work and personal commitments rather than commiting to full-time study in a course.
Lurking is not necessarily a sign of disliking the course but rather of choosing a level of participation that makes sense for the individual. I first got turned on to moocs as a lurker in #PLENK2010 and would have never known their power through #CCK11 and #change11 if a certain amount of participation was mandated.
I'm not well-versed in learning analytics but I prefer the approach of folks like Jay Cross: focus on measure performance not on measuring learning. It doesn't really matter what made me able to perform (a mooc, job shadowing, self-study, formal training or some other combination) as long as I can do what I'm supposed to do.
If one is curious about participation levels, feel free to poll it. Just don't mandate what is considered 'acceptable'. There's too much of that in classrooms already. Cheers! :) [Comment]
Re: MOOC participation - open door policy and analytics
brainysmurf, , October 21, 2011.
Another great post on social learning and focusing on performance from Jane Hart: http://www.c4lpt.co.uk/blog/2011/09/25/social-learning-is-not-a-new-training-trend/ [Comment]
Re: MOOC participation - open door policy and analytics
brainysmurf, , October 21, 2011.
And this! http://c4lpt.co.uk/new-workplace-learning/understanding-informal-and-social-learning-in-the-workplace/ [Comment]
Good question...perhaps conference is a better expression for what happens here. Considerable design effort goes into good courses and good conferences alike but perhaps the word 'course' is too easily associated with old-school formal training given how long courses have been around compared to moocs? And, in my mind, a mooc is the furthest end of the spectrum away from formal training that I have experienced to date.
Perhaps we find ourselves explaining too often how this 'course' is different from most courses whereas it is easier to explain how this massive, open, online 'conference' is so similar to other conferences? [Comment]
Thanks, AK, I appreciate this reflection. Your comments on authenticity resonated with me and offer a parallel to the 'false change' chat we had on this week's live session. [Comment]