The Ideals and Reality  
of Participating 
in a MOOC

Jenny Mackness, Sui Fai John Mak, Roy Williams
What is a MOOC?
Open
Online
Course
Networked Learning Conference, 2010
The Ideals
Autonomy
Diversity
Connectedness
Openness
The Reality
Autonomy
Diversity
Openness
Connectedness
Learning begins with a connection, but connectivity is not sufficient for connectedness/interactivity. Meaningful connectedness and interactivity are difficult to achieve

Massive


2200+ participants
1870 subscribed to The Daily online newsletter  
No entry requirements
Free
Distributed environments
What is 'Connectivism'?
Theory?
Learning is the ability to construct and traverse connections

connections
readings
discussions
environments
no barriers
free flow 
sharing
knowledge 
creation
choice
where
when
what
with 
whom
Interdependent
identity, behaviour, safety, language, expertise, power, assessment, learning styles
clarity of purpose,
interpretation,
constraints
learning difficulties, wayfinding, support, trust
With thanks to Stephen Downes and George Siemens  for the CCK08 course and for allowing us to discuss this paper with CCK09 participants. Also thanks to Matthias Melcher for his contributions to this research.
how
12 weeks
Convened and 'led' by George Siemens  and Stephen Downes 
To explore the potential of an open network for learning about and experiencing ‘connectivism’ - proposed as a new learning theory for a digital age.

'At its heart, connectivism is the thesis that knowledge is 
distributed across a network of connections, 
and therefore that learning consists of the ability 
to construct and traverse those networks.'

Neural-biological
Conceptual
External-social

The Research
The Findings
The Implications
Discussion
Survey Monkey
167 bloggers (inc. 19  forum users) 
132 forum users 
2 course instructors 
(n = 301). 
90 responses = 29.9% response rate 
Questionnaire
Email interviews

58 self-selected CCK08 participants (including the 2 instructors) 22 responses 37.9% response rate 
CMap
from email interviews 
37.9% response 




Autonomy
Diversity
Openness
Connectedness
Variously interpreted 
Some participants chose to work alone. 
86% dropped out, but were they ‘lurking’?


Afforded by technology but did not necessarily ensure interaction. Barriers to connectedness and interactivity were ‘trolling’, expertise divide, style of instruction  

1. What are the pros and cons of open courses and/or networks for teachers, networked learners, course learners, and course managers?  

2. What happens to the curriculum, quality assurance, and assessment?   


valued, but affected by 
confidence levels and assessment requirements
nationalities, individual needs,
cultures, ages, backgrounds, 
learning preferences
Autonomy
Diversity
Openness
Connectedness
A complex, open course, rich in emergence, is defined by what must not happen, inverting the traditional design process
Ethical considerations should be taken into account when ‘destabilising’ a course
Constraints and moderation may be necessary for effective learning in a MOOC
Autonomy
Diversity
Openness
Connectedness
References
Downes, S. (2005). An Introduction to Connective Knowledge. http://www.downes.ca./cgi-bin/page.cgi?post=33034 [viewed 31-01-2010] 
Downes, S. (2006). Autonomy. http://halfanhour.blogspot.com/search?q=autononomy  [viewed 07-08-2009]
Downes, S. (2007a). What connectivism is. 
http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html  [viewed 07-08-2009]
Downes, S. (2007b). Groups vs Networks: The class struggle continues. http://www.downes.ca/post/42521  [viewed 31-10-2009] 
Downes, S. (2008). Connectivism: A Theory of Personal Learning http://www.slideshare.net/Downes/connectivism-a-theory-of-personal-learning [viewed 31-01-2010]
Downes, S. (2009a). Access 20ER: The CCK08 Solution. http://halfanhour.blogspot.com/2009/02/access2oer-cck08-solution.html  [viewed 31-10-2009]
Downes, S. (2009b). Connectivism Dynamics in Communities. http://halfanhour.blogspot.com/2009/02/connectivist-dynamics-in-communities.html [viewed 07-08-2009]
Mak, S.F.J., Williams, R. and Mackness, J. (2009) Blogs and Forums as Communication and Learning Tools in a MOOC. Networked Learning Conference, 2010.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace. http://www.elearnspace.org/Articles/connectivism.htm  [viewed 07-08-2009] 
Siemens, G. (2006). Knowing knowledge. KnowingKnowledge.com Electronic book. www.knowingknowledge.com. [viewed 31-01-2010]
Siemens, G. (2008). What is the unique idea in Connectivism. http://www.connectivism.ca/?p=116  [viewed 31-10-2009]
Siemens, G. (2009a). What is Connectivism? Week 1: CCK09.  http://docs.google.com/Doc?id=anw8wkk6fjc_14gpbqc2dt [viewed 12-02-2010]
Siemens, G. (2009b). Continuing attempt to destabilise courses. http://ltc.umanitoba.ca/connectivism/?p=194  [viewed 07-08-2009]
Siemens, G. (2009c). Different Social Networks, 30.07.09. http://www.elearnspace.org/blog/2009/07/30/different-social-networks/#respond  [viewed 07-08-2009]
University of Manitoba (2008). Connectivism and Connective Knowledge. http://ltc.umanitoba.ca/connectivism/ [viewed 07-08-2009]
Flickr credit: http://www.flickr.com/photos/mark_twells/245199143/ - Jewels




There are many dilemmas associated with attempting to fuse a course (particularly a MOOC) with a network
Research wiki - http://connectivismresearchprojectb.pbworks.com/
'......to know something is to be organised in a certain way, to exhibit patterns of connectivity. To 'learn' is to 'acquire certain patterns'.
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