The MOOC of One

The Presentation inside:

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The MOOC of One Stephen Downes INTED, Valencia, March 10, 2014

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What is it to be ‘one’? What is it do be one person? What is it to be Valencian? What is it to be a doctor? We think of education as transforming a person into something, but what does that mean? Do we even know?

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Traditional Course In the traditional course, we just throw content at people, and hope it sticks. Traditional Course Website Most online courses are based on content-based websites (even Coursera, Klan and Udemy)

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Is being ‘one’ being the same? It is as though we felt everyone must have exactly the same content-knowledge to be a person, a Valencian, a doctor. But we know that’s not true.(*) (*) This is an empirical proposition you can test for yourself.

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The MOOC Massive – by design Open – gratis and libre Online – not blended, not wrapped Courses – not communities, websites, video collections, etc Image: Gordon Lockhart

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Massive Open Online Course Site A MOOC is a Web, not a Website

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CCK08 2300 students

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2800 students 1800 students 3000 students Other Courses

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Currently MOOC REL 2014

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Complaints, Complaints Reading this course is like reading a dictionary I can’t find specific content on something Where does it tell me what to do? There’s too much content to read How do I know who to trust?

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Connectivist MOOCs

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What about process? Operational – ‘one’ defined by reference to a series of steps or operations Functional – ‘one’ defined by similarity of method, purpose or function Teleological – ‘one’ defined by goal or objective

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Having a ‘feel’ for it But if you lose your place, how do you find your way back? A basis in process is empty, soulless and mechanical Thomas Nagel: What is like to be a bat?

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Creating the experience Discovery learning, experiential learning Constructionism, ‘making’ The idea is to create ‘one’ by creating the conditions that lead to being ‘one’ Kirschner, Sweller, Clark – Object that discovering some fact or principle is less efficient than being told what it is. Dismiss experience as irrelevant.

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Underlying MOOC Support Site 1. First student creates resource and sends info to course 2. Second student sees resource info in newsletter and RSS feed 3. Second student accesses the resource directly 4. Second student finds link to third student’s resource

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Course Provider Perspective Site Student content Course content Subscribed students Live online events Event recordings

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The fleetingness of feeling? Where do our memories go when we’re not having them? Are we still a doctor when we’re asleep?

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The semiotic approach The Big Answer – we turn the camera outward and look at the world Social constructivism Empiricism and logical positivism The Little Answer – we turn the camera inward and look at the world introspectively The primacy of reason The critical (digital, or whatever) literacies approach These are semiotic approaches, based on the idea of reason and representation

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Take away the homunculus There is no camera There is no little man There is nobody to ‘construct’ our representations for us

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Self-Organizing networks These are at once perceptual systems and reasoning systems

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Design Principles Autonomy - Choice of contents - Personal learning - No curriculum Diversity - Multiple tools - Individual perspective - Varied content Openness - Open access - Open content - Open activities - Open assessment Interactivity - Encourage communication - Cooperative learning - Emergent knowledge

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Personal Learning

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The Student’s Perspective Site A range of different resources and services

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LPSS core technologies

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Learning and Performance Support

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To be is to ‘know’ Where ‘knowing’ is in the sense of ‘recognizing’

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To be ‘one’ is to be you The emphasis on the MOOC has always been on the ‘massive’ – but what makes the MOOC special is that for each person taking a MOOC, it is essentially the work of the one. Yourself.

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