I was unable to participate in MOOC MOOC yesterday as I had a full day visiting with family. While I managed to fit in some reading in the evening, I didn’t have the time to complete the task. Therefore, I got up early this morning, finished writing a post reflecting on Day Two, and then began work on Day Three’s activity.
We were given a video to watch and then asked to make our own, responding to the question: ‘Where does learning happen?’
I enjoyed the task as it gave me the opportunity to share a number of ideas that I have been ruminating on for several months now; influenced by the focus of my research proposal for the M.Ed I am studying towards.
I don’t feel too bad about not being able to participate fully yesterday, as I feel MOOCs are as much about plotting your own path as they are about networks and collaboration. I hope to get involved in a discussion about participant pedagogy today, as that is what we have been tasked with, but I will just see what the day brings. I have collated a number of articles about connectivism and my immediate plan is to sit and read those next. The learning is messy but I am managing to create order from the chaos.
I agree–with these MOOCs, it’s all about doing what you can at the given time. I’m guessing many of us are “type As” so we feel badly when we don’t complete assigned tasks. It’s amazing what you can put off when you know something won’t be graded!
Agreed. Reading ‘How to succeed as an open participant in ds106’ (http://ds106.us/handbook/open-participant/), it advocates different levels of engagement dependent on learner interest and availability. There is no ‘given time’ as such, as interaction and engagement will be both synchronous and asynchronous.
I think that ‘networking’ and ‘clustering’ trump assignments with MOOCs. Obviously it is useful to have made something, around which a discussion can be formed. However, it is not always necessary. What is necessary is that participants engage with one another to move ideas and learning forward. This allows for all participants to benefit.
Sometimes, assignments (and assessment) can hinder learning. At others, it can be the best way to foster it. I think MOOCs work because you can plot your own path, selecting which assignments, reading, activities to engage with, free of the pressure of grades and deadlines.
Obviously, meeting deadlines can help with the ‘networking’ and ‘clustering’ features of the course. But (IMO), it is not integral to success, particularly as the MOOC has no end. Learning doesn’t stop just because the course does.