After listening to a voicethread conversation that a colleague initiated as a participant in a Coursera MOOC on “E-learning and Digital Cultures,” I made a few observations to her:
1. I like the continuous (and thus real-time) aspect of the dialogue hours we have been hosting.
2. But I experience how difficult it is to get people to clear a regular time slot and come regularly.
3. But joining a regular paid-for class provides a motivation for people to attend.
4. Yet being part of a Massive MOOC reduces that incentive.
5. Thus, with the stimulus of your participation in the EDCMOOC, I’m thinking about a moderately open online collaborative learning (moocl, pronounced mookal).
6. And that would work best (i.e., keep moderately motivated people motivated to do the moocl work) if small groups of people met in the same group for, say, 4 sessions, in which case one could set up synchronous sessions (for which google hangout would seem to be fine).
7. But #5 & 6 opens into addressing the problems of keeping people doing the quite-limited amount of inquiry and reporting back that a 4-session Collaborative Exploration asks for.
8. Your voicethread dialogue might have developed differently if the visual everyone had in front of them were a defined question.
9. Instead, most (but not all) of the comments were about the tool, voicethread, and the varieties of ways designers of online courses try to recreate what is lost when there is no synchronous classroom.
10. Indeed, the group reminded me of what was the case for another colleague in his first few years of twittering etc. in the e-health area, where the adopters of social media etc. were those who liked to learn about new social media. Their discussions were not so much about providing or receiving health care.
11. But those discussions led to new connections that wouldn’t have arisen through face-to-face modes and this edcmooc seems to have that effect of bringing potential colleagues into a forum where they can meet each other.
12. Which leads me to think about how to shape a MOOC that gets people interested in moocls (especially moocls about science in a changing world).
13. Finally, my thinking about moocls reflects my gut feeling that the importance of education, including online education, including MOOCs is how much people become self-directed learners, which includes creating collaborations in which they learn.
(13a. Without that emphasis, MOOCs for “education” [as against finding one’s community] are like a textbook (see OpEd) — and what a MOOC gains by linking to resources on the web, a textbook gains by leading students systematically through steps in development of understanding with accompanying homework exercises.)