I also wanted to see what people were saying about it during the presentation, in case there were some ideas there that are useful for my continuing research into this issue (and there were!). So I made a Storify story. Here’s the link to it on Storify if you’d rather see it there.
Difficulties Evaluating cMOOCs: Navigating Autonomy and Participation
Given Nov. 8, 2013, at the Open Education Conference 2013 at Park City, Utah.
Here is the video recording. I had only 25 minutes to present, and I was late starting because I was messing with my computer, trying to get it to show me “presenter mode” while it showed the slides on the screen so I could see my notes. Then I tried to see my notes on my phone. Then I gave up on my notes and just winged it! (I was using Keynote rather than PowerPoint, and I’ve never tried to use presenter mode before…the problem was that I couldn’t print out my notes because the printer in the “business centre” of the hotel was out of order!)
Here are the slides, which are licensed CC-BY so you can use any part of them if you want. Again, these were in Apple Keynote, and when I exported to PowerPoint some of the colours, fonts and alignments got messed up a bit.
When I get a free half a day (probably in December) I’ll write up a post in which I explain my argument in this presentation, including the slides at the end I didn’t get to!
Update Feb. 2015: Well, obviously I never wrote this up. Which is too bad, because now it’s been quite awhile and it would take me a long time to try to do so. I do plan to return to this research at some point (perhaps in the Summer of 2015), and see what else has been published in the meantime. And who knows what kind of open online course models there will be by then?!
Things either cited on the slides or quoted from in the presentation (at least, the original version as I wrote it, not the shortened one given in the video!)
Ahn, J., Weng, C., & Butler, B. S. (2013). The Dynamics of Open, Peer-to-Peer Learning: What Factors Influence Participation in the P2P University? (pp. 3098–3107). IEEE. doi: 10.1109/HICSS.2013.515
Cormier, D. (2010a). Knowledge in a MOOC – YouTube. Retrieved from https://www.youtube.com/watch?v=bWKdhzSAAG0
Cormier, D., & Siemens, G. (2010b). Through the Open Door: Open Courses as Research, Learning, and Engagement. Educause Review, 45(4), 30–39. Retrieved from http://www.educause.edu/ero/article/through-open-door-open-courses-research-learning-and-engagement
Downes, S. (2007, February 3). What Connectivism Is. Half an Hour. Retrieved from http://halfanhour.blogspot.com.au/2007/02/what-connectivism-is.html
Downes, S. (2009, February 24). Connectivist Dynamics in Communities. Half an Hour. Retrieved from http://halfanhour.blogspot.co.uk/2009/02/connectivist-dynamics-in-communities.html
Downes, S. (2013a). Supporting a Distributed Online Course ~ Stephen’s Web. Presented at the Information Technology Based Higher Education and Training ITHET 2013, Antalya, Turkey. Retrieved from http://www.downes.ca/presentation/327
Downes, S. (2013b). The Quality of Massive Open Online Courses. MOOC Quality Project. Retrieved from http://mooc.efquel.org/week-2-the-quality-of-massive-open-online-courses-by-stephen-downes/ A longer version of this post can be found here: http://cdn.efquel.org/wp-content/blogs.dir/7/files/2013/05/week2-The-quality-of-massive-open-online-courses-StephenDownes.pdf
Fournier, H., Kop, R., & Sitlia, H. (2011). The Value of Learning Analytics to Networked Learning on a Personal Learning Environment. Presented at the 1st International Conference Learning Analytics and Knowledge, Banff, Alberta. Retrieved from http://nparc.cisti.nrc.ca/npsi/ctrl?action=shwart&index=an&req=18150452&lang=en
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19–38. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/882
Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74–93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041
Lane, L. M. (2013). An Open, Online Class to Prepare Faculty to Teach Online. Journal of Educators Online, 10(1), n1. Retrieved from http://www.thejeo.com/Archives/Volume10Number1/Lane.pdf
Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In Proceedings of the 7th International Conference on Networked Learning 2010 (pp. 266–275). University of Lancaster. Retrieved from http://eprints.port.ac.uk/5605/
Milligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. Journal of Online Teaching and Learning, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/milligan_0613.htm
Siemens, G. (2006, November 12). Connectivism: Learning Theory or Pastime for the Self-Amused? elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism_self-amused.htm
Siemens, G. (2008, August 6). What is the unique idea in Connectivism? « Connectivism. Connectivism. Retrieved from http://www.connectivism.ca/?p=116
Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (2013). Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers. Journal of Online Teaching and Learning, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/waite_0613.htm
Williams, R., Karousou, R., & Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39–59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883
Williams, R. T., Mackness, J., & Gumtau, S. (2012). Footprints of emergence. The International Review of Research in Open and Distance Learning, 13(4), 49–90. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1267