The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
How much OOO in your MOOC?
Kuna, Maja and Parrish, Patrick

Alternate titleForm@re - Open Journal for network training
Published2014
Type of workOpen content: OER, OEP. Quali scenari per l’educazione?
JournalForm@re - Open Journal per la formazione in rete
Volume 14, Issue 1, Pages 50-60
PublisherFirenze University Press
CountryItaly

ABSTRACT
Il formato MOOC (Massive Open Online Course) continua a creare numerose riflessioni, soprattutto in merito alla sua capacità di raggiungere tanti utenti contemporaneamente e all’uso innovativo delle nuove tecnologie. Questo articolo esamina il rapporto di simultanea attrazione e repulsione che la comunità educativa attualmente rivela verso i MOOC, un’ambivalenza che sembra sorgere a causa della qualità di apertura (openness). Le recenti implementazioni di MOOC divergono dalla radice connettivista. Un modo per comprendere le loro differenze può essere tramite l’osservazione di come vengano applicati i sette tipi di apertura. L’openness è ritenuta la dimensione più significativa perché è quella che definisce meglio la qualità dei MOOC, anche se, al contempo, è quella che crea le maggiori sfide.Questo articolo esplora le tendenze attuali nelle offerte di MOOC, mettendo in discussione il valore pedagogico delle nuove implementazioni, ma anche apprezzando la loro rapida crescita e il loro potenziale impatto. L’articolo suggerisce che il formato MOOC debba essere adottato con un cosciente e deliberato intento di utilizzare l’apertura che offre, e non semplicemente perché aiuta a raggiungere un numero decisamente più ampio di studenti.

The MOOC (Massive Open Online Couse) format continues to make waves due to the excitement that its reach and innovative use of new internet technologies generates. This article examines the love/hate relationship that the education community currently exhibits toward MOOCs, an ambivalence that seems to arise due to their qualities of openness. The recent implementations of MOOCs diverge from their connectivist roots.
One way to understand their differences can be expressed by how they apply seven types of openness. Openness is chosen as the most significant dimension because it is the defining quality of MOOCs, and also the one that creates the most challenges.
This article explores current trends in MOOC offerings, questioning the pedagogical value of the new implementations, but also appreciating their rapid growth and potential impact. The article suggests that MOOCs should be adopted with conscious and deliberate intent to utilize the openness the form allows, and not simply because they reach more students.

Keywords connectivism · connettivismo · distance learning · educazione a distanza · MOOC · open education

LanguageItalian
ISSN1825-7321
Other number1
RefereedYes
Rightsby/3.0
DOI10.13128/formare-14754
URLhttp://www.fupress.net/index.php/formare/article/view/14754
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
14754-29020-2-PB.pdf · 419.8KB17 downloads



Viewed by 80 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Global OER Graduate Network: Raising the profile of research into open education
de los Arcos, Beatriz; Farrow, Robert; Weller, Martin; Pitt, Rebecca; et al.
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016 The Global OER Graduate Network (GO-GN) is a global ...
Match: network; MOOC; open education

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education
de Waard, Inge; Abajian, Sean C.; Gallagher, Michael; Hogue, Rebecca; et al.
In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education ...
Match: connectivism; MOOC; open education

Open education
Pisutova, K.
Introduction to some concepts of openness in education. This presentation addresses concepts of Open Licensing (Creative Commons licenses), Open Content, Open Coursewere, Open Educational Resources, and Open Teaching ...
Match: MOOC; open education

Open educational resources in Italy: Connecting the macro, meso and micro levels, towards a national OER ecosystem
Nascimbeni, Fabio
The chapter presents a snapshot of the state of the art of Open Educational Resources (OER) in Italy. It starts from the macro public policy level, noting that OER are part of the national school policy, to the advocacy ...
Match: MOOC; Italy

Open education e modelli di apprendimento flessibile
Menichetti, Laura
La “cultura open” sta cambiando profondamente il settore della formazione in tutto il mondo, nei suoi aspetti formali e non-formali.Il presente contributo mette a fuoco le diverse declinazioni e costruzioni di ...
Match: MOOC; open education; Italy

MOOC for training: How far it benefits employees?
Rafiq, Karmila Rafiqah M.; Hashim, Harwati; Yunus, Melor Md
As the term 4th Industrial Revolution emerges globally, various industries are moving rapidly towards it. Malaysia, one of the developing countries, is also embracing the 4th Industrial Revolution.However, with the ...
Match: training; MOOC

New models of open and distributed learning
Downes, Stephen; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
The last 100 years have seen a significant transformation in the way we understand teaching and learning. This chapter documents that change. We now understand that learning is neither merely the passive reception of ...
Match: connectivism; MOOC

Connectivity of learning in MOOCs: Facilitators’ experiences in team teaching
Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad
The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses ...
Match: connectivism; MOOC

Quad-blogging: Promoting peer-to-peer learning in a MOOC
Towndrow, Angela; Aranguiz, Ary; Purser, Emily; Pradhan, Madhura; et al.
We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, ...
Match: connectivism; MOOC

The role of Open Educational Resources in personal learning
Downes, Stephen; McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart
Match: connectivism; MOOC