MOOCs and OERs
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MOOCs and OERs
A space to share differing views on MOOCs and OERs with H817 students and other interested readers.
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Rescooped by Patricia Daniels from Learning with MOOCs!

Developing a MOOC Framework

"MOOCs as a keystone concept in helping higher edudcation transition to digital networked learning"

Via SusanBat
SusanBat 's curator insight, October 27, 2013 9:29 PM

A slideshare presentation by George Siemans with references to the 'MOOC Canvas model' (Alario-Hoyos et al) and 'Design and Evaluation Framework' (Grover et al) 

MIT ODL SEI's curator insight, November 16, 2013 8:14 AM

A good summary of key words/topics relevant to MOOC development and delivery from a number fields.

Rescooped by Patricia Daniels from Networked Learning - MOOCs and more!

MoocGuide | a wiki

MoocGuide | a wiki | MOOCs and OERs |

"This MOOC guide was first initiated by Inge de Waard who organized the MobiMOOC. MobiMOOC was a course that used the MOOC format to provide a framework for all MOOC participants to learn or deepen their knowledge on mobile learning (mLearning). 

After the MOOC guide was first initiated, the guide was opened up for all to add and strengthen the guide so it can/could be used by all interested parties."

Via Peter B. Sloep
Patricia Daniels's insight:

H817 students you might be interested in editing this wiki.

Peter B. Sloep's curator insight, February 12, 2013 4:05 AM

A guide for anybody who wants to try out the MOOC format in nine chapters (history, use of social media, facilitating, references, to name just four) or those steeped in the MOOC format who want to contribute. To be sure, this is about the connectivist kind of MOOC (cMOOC), not the xMOOCs that stirr up all the excitement. A cMOOC is very much less about instruction and much more about networked (social, connecitivist) learning. (@pbsloep)

Monica S Mcfeeters's curator insight, February 12, 2013 1:34 PM

Looks like a great guide and it can have input added to build the giude.

Hector Rosero's curator insight, February 14, 2013 11:23 PM

It's an excellent guide for to design Moocs. This course is available in

Rescooped by Patricia Daniels from Networked Learning - MOOCs and more!

Productive MOOCs | Colin Milligan - Learning in the workplace

Productive MOOCs | Colin Milligan - Learning in the workplace | MOOCs and OERs |

Wouldn’t it be great if cMOOcs could be made more ‘productive’ – instead of advancing many people’s knowledge a little by re-creating the same (or similar) new knowledge again and again, can MOOCs be structured to stimulate the creation of new knowledge in a more coordinated way. Can you bring the learners together to produce something entirely novel as they learn? This is in the true spirit of connectivism.

Via Peter B. Sloep
Patricia Daniels's insight:

H817 students, this blog and Sloep's response are worth thinking about. It's something we can directly relate to within our own MOOC. Are you satisfied with the learning effect and production of knowledge? Are blogs and forum postings mainly reiterations or are novel ideas coming to the fore and being developed in further discussions?

Peter B. Sloep's curator insight, April 7, 2013 3:50 PM

I think this question could be made more precise by introducing Margaret's Boden's distinction between psychological and historical novelty (I am not sure about the exact wording and haven't got the book at hand). The former refers to something I discover which may not be new in a generic sense but is novel to me. Historical novelty refers to something that is novel to everybody (as far as it is humanly possible to establish that, but that's another matter). What Colin seems to refer to here is psychological novelty at the group level. So if someone in a company discovers something that is psychologically novel to her, she might share it with her co-workers whom she knows to be unfamiliar with this. That way, there is knowledge production at the company level. If everybody does their share, you get a multiplier effect, which is the effiency Colin refers to. This is an interesting thought, something which would certainly be in the interest of companies (or other organised groups of people).


First of all, this thought has no bearing at all on xMOOCs, which really aren't about knowledge production but about knowledge consumption. And even if new insights happen to be produced that go beyond that what the teachers intends to transfer, the individual character of such MOOCs guarantees it is the individual and only the individual whose knowledge gets increased. So we definitely are talking cMOOCs here. Then, I guess it depends on the question of how the cMOOC is organised whether Colin's suggestion makes sense.


Suppose, a cMOOC-like setup would have been followed within the confines of some company which sets up a professional development exercise this way. Even if the exercise is open in the sense that non-company participants may join in, it still should be possible to arrange for a mechanism that ensures that novel knowledge gets shared. Content curation is a way to do so, blogs are another. Even in situations of self-organised groupings, such mechanisms could be put in place, as long as someone takes the trouble to do so. I think Stephen Weber's in his The Succes of Open Source has revealed such mechanisms, certainly for the Linux developers community. A big question is whether people will _want_ to share their flashes of novel insights this way. After all, the novel knowledge gives them an advantage over their colleagues, which may come in handy in many ways. But that is a problem for all instances of sharing knowledge among co-workers, not just for cMOOCs.


So, I see no reason why psychological novelty may not also occur at the level of closely interacting individuals. I am not sure, though, that you need interdisciplinarity in particular. It is well known that creativity thrives in the presence of heterogeneity, all kinds of heterogeneity, not just of the disciplinary kind although it does help. So, when contemplating measure to foster psychological group novelty, we should focus on a more general kind of heterogeneity of such groups. (@pbsloep).

Patricia Daniels's comment, April 8, 2013 2:41 AM
Thank you for this interesting response.
Peter B. Sloep's comment, April 8, 2013 4:03 AM
My pleasure ;-)