It is 1873. Something unique is about to happen. A steam-train gathers speed in the background. Carriages on cobbled streets. In a dark room children sleep. In another room, a man reads a
In January, 2014, we participated in the MOOC Rhizomatic Learning: The community is the curriculum (#rhizo14) facilitated by Dave Cormier. A group of us decided to research participant experiences in this course, but
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 purpose of education is in large part linked to its standing as a social science. Philosophers dating back to Socrates have linked education to a purpose beyond the individual, one where accrual
A bull that went blind during the monsoon forgets that the world is not always green. — Nepalese proverb Thanks largely to the advent of MOOCs, more scholars around the world are engaged in
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 Pedagogy published 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
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, the Canvas Network will launch a new massive open online course inspired by the popular television series The Walking Dead. Instructure has teamed with faculty from the University of California
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
Just over a year ago, my “learning” exploded. I was developing a hybrid Canadian online delivery program for Chinese high school students. I was encouraged to push the boundaries of K-12 online and
This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners in cMOOC
“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. It’s the first thing in
