Tuesday, June 5, 2012

Cloud Learning

Am putting the final touches on my presentation for the elearningguild on cloud learning.  My talk examines the impact of MOOCs on corporate and higher education. But, it's also a primer on connectivism and where it comes from.

The more I think about the roots of connectivism, the more I think that it's a big mashup of communities of practice and self-directed learning. Others may have believed that there is a stronger basis in Activity Theory. I can see that only as it relates to how Wenger developed CoP. All of the strengths of using connectivism seem to have a firm basis in self-directed learning. Rita Kop had it right. Why did I ignore it the first time that I read her work.

Saturday, October 29, 2011

#change11 Where did the idea come from?

In the next step of my independent study for this semester, I began xonsuming as much of Seimens' writings on the topic of conectivism as I possibly could. Because I am so interested in the connection between educational learning theory and technology, I have been spending lots of time this semester reading the primary sources. Connectivism is the most interesting (for me) and the most relevant for our current times.

I was very interested in Seimens' discussion of Vygotsky and will be examining this more as I write my next paper.  More details to follow....

Sunday, October 23, 2011

#change11 Research on MOOCs

I am sending out a request for opinions on the definition of expertise within a MOOC. I have a short survey that should take less than 5 minutes to complete. Please use the following URL:

This is for a course project that I am working on this semester.
I really appreciate your time and thoughts!

Monday, October 17, 2011

#change11 Is a MOOC a CoP?

As part of an independent study this semester, I have been looking at the development and progress of social constructivism leading (in my mind) to CoP and then connectivism.  I am in the midst of digesting all of Wenger's writings on communities of practice. But, as I am also trying to participate in Change11, I am having a mental mashup.

Specifically, I am trying to figure out how (or if it's possible) to translate Lave and Wenger's legitimate peripheral participation into what is going on in the MOOC.  I see our fearless facilitators as the 'experts'. But, how do all of us participants move through various levels of learning to achieve an approximation of expertise? Does this only come from direct participation by blogging and commenting? 

I definitely want to hear more from others about what they think. I am sitting, like a potted plant contemplating the soil...I need light and water to make more sense of this thing....

Sunday, October 16, 2011

#change11 What is Expertise in a MOOC?

I need your help!!! Please consider responding to a short survey on your perceptions of the MOOC

I have been lurking around the edges of several MOOCs for the past couple of years. As I began my PhD studies, the concept of connectivism really began to resonate for me.
This semester, I have to do a small, practice-ish research study and I naturally gravitate toward the MOOC Research group. Although I do have lots of long-term ideas and will be working on them in the future, I have to work within the constraints of the semester requirements for this short project.

My question for this study is "how do participants determine who to follow and how do they grant the title of 'expert' to others within the MOOC?"

My first step to to ask you all to participate in a short, 5 question, survey. I am asking for your contact information also because I would like to follow up with a short interview. Please consider helping a poor PhD student out..... ;-)