In January, 2014, we participated in the MOOC Rhizomatic Learning: The
is the curriculum
(#rhizo14) facilitated by Dave Cormier [http://davecormier.com/]. A group of
I am peeking through a pinhole when I look at MOOCs. Like any tool in the wrong hands, MOOCs can become agents of continued oppression — of the learner or the teacher, in a pedagogical sense or in a poli-economic one.
The ability or inability of a group or culture to progress is in direct
relationship to the proliferation of aphorism within it. General statements of
fact and abbreviations of great wisdom are misleading
In September 2013,Hybrid Pedagogypublished an e-book of graduate student essays
focused on student experiences in MOOCs — from EdX, Udacity, and other xMOOCs,
to improvisational MOOCs created by the students themselves using open
During the summer of 2013, George Veletsianos approached the editors of Hybrid
Pedagogy about publishing a collection of graduate student essays. The
collection focused on these students’ experiences in a variety of MOOCs
On October 14th, theCanvas Network
[https://www.canvas.net/courses/the-walking-dead]will launch a new massive open
online course inspired by the popular television seriesThe Walking Dead.
When MOOCs went viral in 2012, traditional small colleges reached an identity
crossroads, a midlife crisis where idealism and wisdom collide. Although the
main concerns of future viability have been present for years
“Learners are classified based on their patterns of interaction with video
lectures and assessments, the primary features of most MOOCs to date.”—Rene F.
Kizilcec, et al.