The course as container: Distributed learning and the MOOC
| Published | November 2014 |
| Book title | Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries Volume 11, Chapter 10, Pages 167-180 |
| Series | Professional Learning and Development in Schools and Higher Education |
| Publisher | Springer International Publishing |
| Editors | Layne, Prudence C. and Lake, Peter |
| Country | United States, North America |
ABSTRACT
Critics of MOOCs and connected learning environments in general assert that they are too susceptible to neoliberal motivations, that MOOCs propose to replace 1000 local instructors with one famous one, and that the "disruption'' that MOOCs promise will ultimately be the disruption of traditional academic culture altogether. Certainly, this anxiety is worth exploring, for, as we know, no technological platform, no code, is ideologically neutral. However, to eschew the methodologies of online communities–-which, in terms of new media practices, certainly pre-date the first MOOCs–-because they run the risk of being co-opted is reactionary.| Keywords | Community as Learning · connected learning environments · distributed learning · MOOCs · online communities |
| Published at | Springer, Cham |
| ISBN | 978-3-319-10482-9 |
| Refereed | Yes |
| Rights | © Springer International Publishing Switzerland 2015 |
| DOI | 10.1007/978-3-319-10482-9_10 |
| URL | https://doi.org/10.1007/978-3-319-10482-9_10 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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