‘Open space rewards consensus and punishes dissent’

Dave Snowden made a number of provocative statements  in his presentation to Week 17 of ChangeMooc, but ‘open space leads to consensus’ and ‘consensus is rewarded, dissent is punished’ were two that caught my attention.

As with all such statements, they have to be taken in context. He was arguing that spaces that lead to consensus are a constraint on innovation and creativity and that more conflict and processes such as Ritual Dissent, where people are literally harangued for their ideas, are needed in today’s education system. He denounced what he called ‘fluffy bunny’ approaches to learning and even suggested that good facilitation could be counter-productive.

So – what should we make of all this.

In some ways it is easy to understand and have some sympathy for these ideas. Open space (and it’s important to remember that he was not talking about ‘openness’) allows people to come and go as the please into the learning network or environment.

So would it be fair to say that the people who stay are those who can find like-minded people and ideas of mutual interest in the environment and feel reasonably comfortable there? We don’t often find out much about the reasons why many people don’t stay, but it could be that those are the people with alternative perspectives who either try and fail to ‘rock the boat’ (dissent), or just don’t have the patience to engage in ‘dissent’/posting counter-arguments, or for one reason or another can’t cope with the environment.

Are dissenters punished? My experience in Moocs (where most of my experience with open space has occurred) is that they can be, particularly if they make strongly dissenting posts. Usually the punishment is subtle. Dissenters are ignored. Or sometimes the dissenter receives a volley of angry posts and may even be openly asked to stop dissenting; these dissenters may be labelled as ‘trolls’ as happened in CCK08

A strong dissenting post into an online environment may be accepted if there is already a consensus that the dissenting person is ‘OK’ or has some authority and a respected reputation, as in the case of Stephen Downes and George Siemens, for example, and even Dave Snowden himself. For those not in this position of authority, any dissenting comment is often made tentatively, apologetically or politely, in the knowledge that it could be completely ignored or receive a lot of flak. On the whole, people don’t seem to know a lot about how to constructively handle conflict or dissent in open online spaces, so that we can learn from this and avoid group think.

So does this mean that ‘open space’ leads to consensus and if it does, is that a problem? We have to remember that Dave Snowden’s context for his work is in areas such as counter-terrorism and highly complex situations, where innovation and creativity, rather than consensus, is essential for effective decision making. But the open space offered by the net and open courses such as Moocs, allows those of us who are not learning in such highly complex situations to encounter a greater diversity of alternative perspectives than might otherwise be the case.  That is the point of Moocs, along with learning from these alternative perspectives through interaction and having the autonomy to vote with your feet (i.e. walk away) if you so wish.

I would suggest that if we see consensus as a problem (and it may or may not be according to the context), then it is not the ‘open space’ itself that is the problem. Rather it is knowing how to engage constructively with alternative perspectives, such that this engagement will lead to learning and higher levels of innovation and creativity. I don’t see an engagement with alternative perspectives as necessarily requiring dissent or conflict, but rather requiring ‘openness’ – an open environment, open resources and an openness of mind, self and spirit.

Dave Snowden on The 21st Century University

Notes from Dave Snowden’s Presentation to Week 17 of ChangeMooc, 18-01-12

Recording of his presentation

Learning and the Human Brain

The assumption that the human brain is a computational device has led to an information focus in learning. There is a dominance of machine-type metaphors. We have been seduced by machines, leading to an education system dominated by input/output models (promoted by some types of systems thinking) and a view of the brain as an information-processing device (see All Watched Over by Machines of Loving Grace ).

The human brain is a pattern processing intelligence not an information-processing machine. We need to avoid the pattern entrainment  that results from group think. The human brain evolved to handle messy coherence, not structure and order. It allows us to innovate, have insights and see things in a different way

Knowledge Acquisition

We need more generalists, people with a mix of generalised and deep knowledge, for working in a complex world – people who can work quickly across subjects and in contexts of high levels of uncertainty.

There are whole tracts of knowledge that can only be understood through interaction, e.g. through an apprenticeship model of education, which allows for imitation and failure, such as for London taxi drivers. Failure is key to human knowledge acquisition and the two-year apprenticeship of London taxi drivers has been shown to change the hippocampus area of the brain

The minute a measure becomes a target it ceases to be a measure, e.g. as when academics are measured on the number of papers they produce  rather than the originality of their ideas. PhDs destroy intelligence rather than build it. In universities we are training recipe book users and assessing whether they can reproduce the recipe. We are not training chefs who can achieve a huge amount without a recipe. Chefs have a mix of practical and theoretical wisdom and willingness to engage conceptually and theoretically with real world problems.

We need to avoid the anti-intellectualism that is endemic in Europe and N. America i.e. don’t use big words or read books, keep things simple and become simplistic as a consequence.

Complex Adaptive Systems

Complex adaptive systems are not causal but dispositional, i.e. they are pre-disposed to evolve in random ways which cannot be predicted. So models based on cause and effect which do not have a predictive capacity are of no use in complex spaces.

A way of handling uncertainty is to make use of collective or distributed cognition. Complex spaces need experts to compete/disagree with each other to increase diversity, rather than a consensus based approach. For emergence we need to force conflict by bringing in different people with different backgrounds. In complex systems we should also bring in safe-to-fail experiments and prevent premature convergence by moving people around into different groups.

By contrast, complicated spaces need experts whose judgment we trust.

Innovation and Creativity

Deception is the heart of innovation in any system. Play the game and innovate (under the radar).

Creativity is a symptom of innovation not a cause. Innovative people are creative. Pressure, starvation and perspective shift produce innovation which produces creativity.

Failure, consensus and facilitation

Negative stories carry more learning than positive stories. Appreciative Inquiry is often unethical and used in inappropriate contexts; it tells people what stories they are allowed to tell.  Open space is also like this in that it rewards consensus and punishes dissent. Anyone who survives in an open space does so because the only people there are those who listen – everyone else votes with their feet. Knowledge Management which focuses on best practice also entrains past practice and fosters consensus. In a complex system we have to increase diversity and conflict so that emergent possibilities become visible and can be consolidated.

If you haven’t failed, you have failed.

Any technique which relies on really good facilitation isn’t going to work on a consistent basis. We need processes that don’t require facilitation. It’s not about creating spaces to enable thing, but about creating processes (e.g. Ritual Dissent).

Final Message from Dave Snowden

Don’t give up on formal education, but interact with the ‘real world’ and read outside your subject.

Ontology, epistemology and pedagogy of networked learning

This was the subject of one of the threads in the 4^th Networked Learning Hot Seat  last week.

Teresa’s request in a comment on my last post -   that I write something about this has prompted this attempt – but I am writing this as notes to myself and therefore am only including here the aspects of discussion that were of interest to me and from my own interpretation. To get a full picture of the discussion you will need to go to the Hot seat link.

I had difficulties relating to some of the ways in which networked learning was being discussed.  In the first Hot seat it was defined by Peter Goodyear as:

learning and teaching carried out largely via the Internet/Web which emphasises dialogical learning, collaborative and cooperative learning, group work, interaction with on-line materials, and knowledge production.

And then in this Hot seat it was defined by David McConnell as:

the use of Internet-based information and communication technologies to promote collaborative and co-operative connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources, so that participants can extend and develop their understanding and capabilities in ways that are important to them, and over which they have significant control.

And as I mentioned in my last post about this, David McConnell wrote:

Networked Learning is based on:

• Dialogue
• Collaboration and cooperation in the learning process
• Group work
• Interaction with online materials
• Knowledge production

It was the emphasis on collaboration and cooperation that made me feel a bit as if I was on a different planet, but because I arrived late in the Hot seat I had missed David McConnell’s explanation….

I think the definition is narrow in the sense that it reflects an interest in NL within formal educational settings which are defined by students taking courses, being assessed and gaining credit, where they are learning in groups and communities of a well defined nature where members know each other (intimately, intellectually, socially etc) and are working towards collective goals.

Once you move beyond these confines into “networks”, the meaning of networked learning changes I think. I am aware that in the discussions here there are differences in the way members are conceptualising networked learning, and I think some have in mind “networks” (of learners) rather than networked learning in the way we have conceptualised it.

….which exactly describes where I am coming from and why I initially felt at sea with what was being discussed. Having accepted that the definition that was being used as the foundation for discussion in the Hot Seat was narrower than one I would use in relation to my own work, I was able to turn my turn my attention to the aspects of ontology, epistemology and pedagogy that were being discussed, which were not confined to that discussion thread and which were not kept in discrete discussion areas either.

These are the ideas which I found most interesting:

Relational dialogue for me is an integral part of a social constructionist view of learning where what we know and who we are gets constructed in the interactional and relational dialogue, or some prefer to say, learning conversations that we engage in, in general as well as online.

We can look at this in the very conversations we are having in this hot seat – in terms of what we are coming to know through these exchanges/conversations and how we are each being ‘constructed’ in terms of our online and also offline identities. Something worth considering and reflecting on as we proceed I think.  (Vivien Hodgson)

It’s the process of dialogue that helps them (students) reflect on their learning, be open to asking and responding to questions about their learning. It’s that reflective process that can help learners go beyond just sharing views and beliefs, to digging into them and trying to work with them. (David McConnell)

Networked learners will be “critically reflective and seek to take an ethical and responsible perspective to what they learn and how they act in the world (Vivien Hodgson)

Important to us is the nature of meaning and understanding of knowledge and of the world that is constructed and how it contributes to the wellbeing of society and the world in which we live. (Vivien Hodgson)

There were also interesting discussions related to assessment and whether or not participation in online discussion/networks should be assessed. For example:

David provided further information in an excerpt from Chapter 4 of his book

McConnell, D. (2006) E-Learning Groups and Communities. P. 209) Maidenhead, SRHE/OU Press      Onlineassessment_DMcC-1

And Vivien provided a link to her interesting paper on the tyranny of participation.

Ferreday, D. & Hodgson, V. (2010) Heterotopia in Networked Learning: Beyond the Shadow Side of Participation in Learning Communities. Lancaster University Management School Working Paper.  http://www.lums.lancs.ac.uk/publications/view/115/

It was acknowledged that a course based on principles of participation and collaboration will fail if participants do not interact, ‘listen’ and ‘take care of the community, but the potential for marginalizing students who do not, for one reason or another, embrace this culture, was also recognized. This led to a brief discussion on power relations in networks.

The constraints of assessment on learner autonomy were also recognized, hence the emphasis on self-assessment, peer-assessment and negotiated assessment.

But the Hot Seat ended with a recognition that:

Each context is different, and each context has conditions framed by the teachers and the learners. So, as you say, we do have to be aware of who the learners are and what they are there for.

I think we can design courses and learning events that are built on socio-constructionist principles and which reflect many of the networked learning attributes that we outline in our introduction. But their implementation then requires negotiation with learners, and the final learning and teaching processes may then take on their own particular ‘shape’ depending on those negotiation processes. (David McConnell)

So plenty  here to think about in terms of pedagogy, ontology and epistemology (in that order?)

Wenger-Trayner new website – new BEtreats

In 2011, I was very fortunate to be able to attend BEtreat, in the home of Etienne and Bev Wenger-Trayner in Grass Valley, California. This was a unique and unforgettable experience and one that I am still reflecting on and learning from.

What is BEtreat?  This is what was written on the website last year:

‘In a collaborative atmosphere with a small, strategically committed group, we spend four intensive days developing leadership and facilitation capabilities for cultivating communities of practice and networks.

Together we push our current practice, explore the state of the art, and produce resources to address our respective challenges.

BEtreat is a hands-on, practice-oriented gathering of network and communities of practice professionals, who work closely together in a collegial learning environment. The number is kept small so that we can address in depth the specific issues and challenges brought in by people who are there.

This intensive but collegial learning environment will provide you with a unique professional development opportunity:

You will be the first to hear about the latest developments in the field

You will interact with peers who face similar challenges in a variety of contexts

You will be able to build your own network and expand your horizon by hearing what others are doing

You will be able to bring your specific challenges to the table, engage the collective brainpower of the group, and come back with new ideas and solutions

We end these four intensive days of working and learning with a party.

BEtreat is a unique workshop. If one is in charge of leading or supporting communities of practice or networks, this is the place to be for professional development.’

This year Etienne and Bev are offering three different BEtreat workshops in 2012 and starting a one-year certificate as a professional development program.

• State-of-the-art BEtreat – covering the fundamentals of the field: July 9 – 13

• Cutting-edge BEtreat – exploring advanced topics and emerging issues: July 16 – 20
• Academic BEtreat – for researchers, lecturers, and students: July 30 – August 3

• Certificate program – intensive one-year certificate: 2012 – 2013

Participation can be face-to-face or online, but for an early-bird discount, you need to sign up before Feb 1^st.

For full details see their new website: http://wenger-trayner.com

And to get a flavour of what it all involves – a lot of hard work, but also a lot of fun – here is a link to the photos I took last year – http://www.flickr.com/photos/53375223@N00/sets/72157627019335585/

Balancing technology and pedagogy in learning music online

Last week I was contacted by a past student – David Rees. Any teacher will know what a thrill it is to be remembered by a past student. In the intervening years, since I taught him, David has graduated from Cambridge University and now works at the Royal College of Music. His interest is in music and technology.  As such, inspired by the Khan Academy, David has been working on developing an open site designed to enable people from any walk of life to learn about music for free.  David’s site was visited by around 4000 students in December 2011, but he now wants ‘to turn the site from a series of videos and exercises into something more dynamic and responsive to users’. He wants learners to be able to learn music in ways which best suit themselves, choosing what, when and how to learn.  I interpret this as a shift from technology to pedagogy.

David’s contact has prompted me to look further into the work of the Khan Academy, which has been both applauded (by Bill Gates and many others – see  http://www.youtube.com/watch?v=nTFEUsudhfs ) and criticized by Wired Magazine and others. See for example:

Fawning over Khan Academy: Wired Magazine explains why

The Wrath against Khan: Why some educators are questioning Khan Academy

The ‘for and against’ arguments presented raise many questions for the development of David’s site – such as:

• To what extent can a subject such as music be taught/learned online?
• Can students learn music online without a teacher?
• What do dynamic and interactive online resources for teaching music ‘look like’ ?
• How will students learning music online know that they have achieved, succeeded, reached the required level of competence?
• How will individual and collective learning and practice be balanced online?
• Would the MOOC model for learning online, work for learning music?

There are, I know, many more questions to be addressed.

If you are interested in music, the learning of music, or the teaching of music,  what advice would you give David to help him develop his site – Dave Conservatoire – to become more dynamic and responsive to users?  Please leave a comment on David’s site or here on this blog.

Educating the under-privileged

Last week, I was privileged to visit the Kuttu Kalai Kudam or Centre of Performing Arts in Punjarasantankal Village, eight kilometers from Kanchipurum town in the southernmost Indian State of Tamil Nadu.

This small school was founded in 1990 by P. Rajagopal and his Dutch wife, Dr. Hanne M. de Bruin. It is an inspirational place to visit.  It is a not-for-profit organization which relies entirely on donations, grants and fund-raising for its existence.

Since its foundation, the school has grown and now takes about 70 children between the ages of 5 and 20. All these children come from under-privileged backgrounds, many from very difficult backgrounds to the extent that they need counseling for support.  Whilst the school offers a basic education in all subjects, it specializes in the performing arts and believes in the power of art, music, dance and drama to transform the lives of these young people giving them a ‘voice’ and the confidence to use this voice to express themselves and develop their potential.

Apart from transforming the lives of their students, some other key aims of the school are to:

• raise the status of Kattaikkuttu – the theatre of the common people in the northern districts of Tamil Nadu, South India

• break the all male tradition of this art form and open the way for girls and women to have a future in the theatre

• break the vicious circle of chronic poverty and social and cultural disempowerment through quality artistic training and education

The school’s website provides comprehensive information about development through publication of their annual reports and also has a Facebook site

As well as relying on donations for its existence, the school also relies on volunteers. Currently the school needs volunteer English teachers (who may be trainee teachers) and Teacher Trainers. All volunteers need to commit to spending 6 months at the school – to ensure consistency and stability for the children.

Please forward this post to anyone who you think might be interested in working in this Indian School for 6 months, or who might be willing to provide a donation. The school needs a 1000 euros per year to provide an education for each child.  For further information the email address is info@kattaikkuttu.org

For photos see – http://www.flickr.com/photos/53375223@N00/sets/72157628915317401/

The Role of the Service Sector in the Indian Economy

On a recent trip – 2-9^th January 2012 – to Chennai (formerly Madras) in India, I attended part of a small conference, which focussed on the role of the services sector on the growth of the Indian economy. This conference was organised by Lancaster University’s India Centre

The opening speaker was Dr D.K. Srivastava, Dean of the Madras School of Economics – who gave a very interesting presentation on the role of the service sector in the growth of the Indian economy in relation to growth rates in agriculture and industry. This was followed by related presentations by Professor Vudayagi Balasubramanyam -  from Lancaster University, UK, and others.

The current situation in India is that the growth rate of services has overtaken both agriculture and industry and is now more than 50% of GDP. The services sector has the highest growth rate and is the least volatile sector. Growth is particularly marked in public services, IT and financial services. In some areas the growth rate of the services sector is 40-50% due to increased use of mobile technologies.

India therefore has a services-oriented economy. It hasn’t followed traditional growth models (as in China) in that it has skipped the manufacturing stage and has jumped straight from the agricultural stage to services. Growth in the services sector will support growth in the agricultural and industrial sectors, although growth in manufacturing, which causes pollution is not so desirable in terms of job creation and increased prosperity.

As India’s population grows so too does the number of dependents in the lower and higher age groups. For the economy to grow it has to invest. Currently the public sector invests more than it saves. The household sector saves in surplus, but this is not increasing so it cannot continue to support private and public sectors.  There is a massive need to spend on health and education, particularly the education of women, in order to reduce the birth rate. In South India the number of women in the population outnumbers men, so the development of the south of India will depend on the education of women.

In the next two decades (a ‘growth window’ for India which may not come again because the working population to total population ratio increases up to mid 2030s) it will be important for India to absorb the growing labour force if the services sector is to play an important role. India is in a strong position to do this since it has a history of using English for communication, which in turn supports global trade and finance. Only the services sector can have a major impact on poverty. Improvements in agriculture are not having an effect on poverty. To address poverty there is a need to move people from bad sectors to good sectors or from unemployment to employment. This is happening with growth in human skills intensive sectors such as hotels, restaurants and IT, but there are geographical, labour unions and human skills restrictions on labour movement.

The key question raised at the conference was – Can services lead the economy?

For example, can services, such as IT, be taken to rural areas? This has been done in Andhra Pradesh, where the people have been educated through TV and IT with resulting reductions in infant mortality, poverty and fertility rates. So it seems that services could lead the economy, but there needs to be greater equality between the different States and a better gender balance. There is also the need for additional fiscal capacity, tax reforms to fund education, reduction in government debt and the revenue account must be kept in balance. Progress is good but still initial conditions for growth have not yet been achieved.

4th Networked Learning Hot Seat is underway

This year’s fourth Hot Seat discussion in the area of networked learning (in preparation for the 2012 conference) runs from January 9-13. Lone Dirckinck-Holmfeld, Vivien Hodgson, and David McConnell are facilitating a week-long asynchronous discussion, Exploring the Theory, Pedagogy and Practice of Networked Learning.

The Hot Seat discussion has 3 parts:

1. History of Networked Learning in the UK and underpinning values (this thread has, so far, attracted the most discussion)
2. The history of networked learning in a Danish context and its relationship to problem based learning (pbl), the role of technology and web 2.0, and the net generation and digital literacy
3. Ontology, epistemology and pedagogy of networked learning, and relevance to mainstream higher education in the 21st century.

I arrived late for the discussion and it has been difficult to catch up with such a wealth of posting – but so far I have taken away two key ideas.

First, the definition of networked learning used for these Hot Seat discussions is quite narrow and only relates to networked learning in higher education courses. As such David McConnell introduces Part 1 of the Hot Seat by saying that

Networked Learning is based on:
Dialogue
Collaboration and cooperation in the learning process
Group work
Interaction with online materials
Knowledge production

With such a heavy emphasis on interaction, collaboration and group work, this raises the ever difficult question of whether or not participation should be assessed and if so how. In the Hot Seat David McConnell shares his model for assessment which is based on peer and self review. He writes:

The model is discussed, with examples of the process, in CHAPTER FOUR, “Assessing Learning in E-Groups and Communities”in the book: MCCONNELL, D. (2006) E-Learning Groups and Communities. Maidenhead, SRHE/OU Press (pp 209)

With respect to learner autonomy, the premise is the same as that expressed by Erik Duval in his presentation to ChangeMooc (Week 10) – i.e. that if a learner chooses to take a particular course, then s/he must expect to abide by the conditions (such as collaboration, interaction, online participation) stipulated by that course and be assessed in line with these. This was discussed in a previous blog post – http://jennymackness.wordpress.com/2011/11/18/the-tyranny-of-sharing/

However, it is clear from the Hot Seat that a lot of thought has gone into and continues to go into, how assessment can be best designed to fit with principles such as learner autonomy, peer-to-peer learning and negotiation.

Autonomy, assessment and guiding forces

Lisa Lane has written a blog post  - The Guiding  Force -  that has captured my interest. In her post, she asks us to identify  our ‘guiding forces’ in planning our work as teachers – or as she calls them – instructors.  (As an aside, I find the use of language here an interesting cultural (?) difference – I assume it is a cultural difference – because I interpret ‘instruct ‘differently to ‘teach’).

For me my guiding forces (as they stand now – but this has not always been the case) are informed by my involvement with MOOCs and connectivism. I cannot think of better guiding forces than autonomy, diversity, openness and connectedness – the four principles of learning in Moocs  (described by Stephen Downes ) – with for me an emphasis on autonomy. If we understand what we mean by autonomy (which Carmen Tschofen and I have discussed as ‘psychological autonomy’ – autonomy as an expression of the self – in a paper we have had accepted by IRRODL – but not yet published), then diversity, openness and connectedness all fall into place.

I think assessment would also fall into place – because it would mean that the control of assessment would be in the hands of the autonomous learners – but as yet I can’t see clearly how this would work – other than it would need to be negotiated. So, if autonomy is the ‘guiding force’  and part of that autonomy is that students want their efforts to be validated and accredited – then students will need to have much more control over their assessment. But where does this leave ‘the expert’ and will students have the skills to take control of their assessment?

I think Lisa’s question about guiding principles, highlights the changing role of the ‘teacher’, ‘educator’ ‘instructor’ in relation to their students. Lots to think about in this – thanks Lisa

#Change11- Half way point reflections

Well it’s time to take stock a bit – not the ideal time – with Xmas looming and everything that entails and needs thinking about  – mostly food. Every year I cannot believe how much food is consumed

But how much of Change MOOC have I consumed and what are my tentative and first reflections at this point.

There have been 14 weeks of presentations and activities and I managed to keep up with all of them but two (and I may yet get to the two I missed – that is the beauty of this type of course) :

Week 01 : Orientation
Week 02: Zoraini Wati Abas
Week 03: Martin Weller
Week 04: Allison Littlejohn
Week 05: David Wiley
Week 06: Tony Bates
Week 07: Rory McGreal
Week 08: Nancy White
Week 09: Dave Cormier
Week 10: Eric Duval
Week 11: Jon Dron
Week 12: Clark Aldrich
Week 13: Clark Quinn
Week 14: Jan Herrington

I have found it fascinating  and very enjoyable on a number of levels.

• I have been intrigued by which elements of the MOOC have been changed and which have been kept the same as previous CCK type MOOCs and have noted that this MOOC has had more of a conference style than previous MOOCs.

• I have really enjoyed the range of different presenters, with their different styles and the different tasks they have set. Although not many people, including myself, have responded to the tasks, I still think these are a very valuable part of the course, as they help us to understand what is important to the presenters.

• Some of the MOOC presentations have fed directly into research I am doing to the point where I have been anxious about whether we (my colleagues and I) can get our research out in time, before it has all been said and discussed already. There has been the element of trying to keep up with the ongoing conversations and work out how they relate to our research – and consider whether our research is going out of date as we do it!

• The MOOC topics have helped me to feel more abreast of current discussions and issues in relation to learning, networked learning and e-learning. Some of what I have learned in the past 12 weeks that I have attended has already fed into a research paper that has been submitted and accepted, and into a forthcoming project.

What have I found difficult or what would I change?

Despite my blog post ‘Doubts about slow learning’ there is no doubt that I am a slow thinker, reader and learner – not by choice, but simply by capability – so I have found the weekly change of topic very difficult to keep up with.  For most weeks I have managed to find the time – but for a couple of weeks, I gave in and recognized that other priorities were higher on my list.

On the other hand – you can’t get bored when the topic changes weekly – so there is a fine balance to be maintained here and I suppose everyone’s personal balance point will depend on his or her personal context.

What have I done differently this time?

I have now participated in 6 MOOCs and written 5 research papers as a result – either loosely or closely related. I realize that I am all the time slowly learning more about how to participate in MOOCs and each time I approach it a bit differently. This time, I wanted to make more of an effort to make connections across the MOOC network. I have not been brilliant at this, as I still haven’t spent enough time reading other people’s blog or Twitter posts, but I have tried to respond to anyone who has commented on my blog. If I’ve missed anyone it is because of lack of skills, organization etc. rather than intent.

Initial reflections

I am all the time reflecting on what it means to learn and participate in MOOCs and why I find this way of learning so intriguing. I notice that Heli (who I met in CCK08) is also thinking about this. What is interesting for me, is that in my ‘day job’, i.e. the job that earns the money – only a few have so far been interested in MOOC pedagogy as Heli calls it. But I sense that this is changing. I remember talking about CCK08 to a group of academics in 2009 and being met by a wall of blank faces. That group is now hoping to design a course on MOOC principles. Exciting times!

I think participation in Change11 has not been that high – but personally I don’t see that as a problem. As I have mentioned before in a post – a colleague once said to me that however small the numbers, those who are at the table are those who are meant to be there.  I always find that very helpful.

There have also been those who have missed having a central discussion forum, e.g. a Moodle forum as we had in CCK08 – but personally I am OK with no central forum – in fact I sincerely hope that Stephen, George and Dave stick to their principles of how they think learning in MOOCs should be modeled, demonstrated and exemplified and don’t get swayed by low engagement figures to cave in and provide more structured courses. For me – the whole point is to recognize that we need to learn in distributed open spaces and educators need to help learners to develop the skills to do this.

20-12-11 Postscript

Evidently I was wrong about the low engagement – which is good to hear. Here are the figures that Stephen has posted on his blog today -

 

it’s not really that low, in my view: in addition to the more than 2000 people receiving the daily newsletter, we’ve had 38,000 visits and 135,000 pages read during the 14 weeks of the course – and that’s just on the main site, not counting all the Twitter and blog posts read on other sites. And the have been 1300 blog posts harvested and almost 2500 tweets – you can read 766 blog posts online.