Remembering CCK08

Our  Massive Open Online Course ended a month ago and I have spent my Christmas time listening to our recordings and reading Moodle discussion and blogs. What do I think about the course now, afterwards?

George said in the last course blog:

“By way of a final analysis, thousands came, less stayed, and even less contributed. Did we change the world? No. Not yet. But we (and I mean all course participants, not just Stephen and I) managed to explore what is possible online. People self-organized in their prefered spaces. They etched away at the hallowed plaque of “what it means to be an expert”. They learned in transparent environments, and in the process, became teachers to others. Those that observed (or lurked as is the more common term), hopefully found value in the course as well. Perhaps life circumstances, personal schedule, motivation for participating, confidence, familiarity with the online environment, or numerous other factors, impacted their ability to contribute. While we can’t “measure them” the way I’ve tried to do with blog and moodle participants, their continued subscription to The Daily and the comments encountered in F2F conferences suggest they also found some value in the course. – All in all. It was fun. I’ll try and pull together more cohesive reflections over the next few weeks. As will Stephen and the numerous participants, I imagine.”

There was a recommedation to look at Wendy’s work. The final “project” for enrolled participants is to reflect on the quality of their own learning networks. Wendy Drexler posted a video of her final project that is (deservedly) getting significant attention: Connectivism: Networked Learner

I agree it is fine. And I found many other interesting visualisations about networking. For instance Maru worked with Carlos and Viplav (Mexico -Spain-India). John told about his flight and Jenny her experiences.

What is Connectivism or what is best in it? I have tried to understand … it must have something to do with networking online. Perhaps it was Rodd who spoke about pedagogy of networks, could it be .. or methodology of online networking or.. Connectivism is not a theory but an approach, point of view or .. Connectivism developers are practitioners and courageous to try new things. CCK08 answered to the question What is possible in a global online course?

Because I have problems in finding appropriate concepts in English, I use George’s writing 12.12. in his blog. Boldings are mine, I am considering those parts.

“In a post expressing ideas similar to Wendy Drexler’s Networked Student video, ed4wb contrasts education as traditionally conceived and as it might develop in the future. Several useful diagrams emphasize the type of control shift occurring in how learners access content and participate in conversations. I’ve been a bit bothered lately by how networked learning is increasingly being conceived – i.e. a function of external and social networks. This is the most obvious way to explain learning. For example, I grow my knowledge as I connect to other people and information sources.

This is, however, not a complete view of learning. If learning is only about external connections, then how can gradients of understanding be considered? Or how can expertise (yes, it still exists…) be described in relation to novices? If our focus is only on the external act of networking with others, have we moved much beyond behaviourism? We can still use a network metaphor to address this concern, however. As suggested during CCK08, learning can be seen as networked in at least three distinct ways: neural, conceptual, and external/social. The underlying structure in each instance is a network, but what is being connected is obviously different in each instance.”

In this chapter we can see the level of connectivism today. The same elements could be seen when we planned research about CCK08 in Moodle: we can follow external connections, perhaps some social happenings, something about conceptual changes. Mostly we follow tools only.

It is much harder to understand learning (or teaching or guiding or facilitating). Much to do …

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