My footprints on the course edcmooc in Febr 2013

I can show the whole picture about my footprints during edcmooc. I have taken distance to this topic in our summer cottage and looking for birds who are gathering to crowds in order to migrate to the South. I gathered lingonberries and noticed that my back does not like the movements. And I have received comments to my previous posts from Jenny Mackness, the researcher in Footprints of emergence wiki. I can answer to her comments here. So, what are my footprints:

tulospienI don’t draw any lines between my points, because they are single footprints. I did not say footprints of learning or emergence in my heading, that dimension is still obscure to me: what am I assessing here?

I am describing my experiences and I have my perspective about what is my ‘full points’. I think that best for me, for my learning is to work in challenging situations and learn new things (content and/or skills). For me this kind of challenge is always positive, it is something I am after in my live 🙂

Summary: the balance between instruction and emergence was optimal to me in edcmooc. I was working on sweet or positive challenging emergent learning during the course. I had space for self-actualisation and creativity. I learned a lot and enjoyed even more 🙂 .

I believe that my description is similar to the experiences of other experienced moocers. But some of them may consider the course as too easy (the assignment was so open that all could be accepted). And in every massive course there are thousands of participants who are whining for more clarity and guidance and who are very discontented with the design. I am so accustomed to this situation that I jump over their comments. It would be interesting to compare the footprints of all different  participants. It would be a messy image I suppose.

I believe that this footprint method works well when a group of students is using it together and comparing their thoughts. I did my footprints alone, a half year after the course, and it was not easy to remember and assess. My personal interest focuses on learning in open online courses  and I’ve got material for this from this model. Space for learning, space for individual creativity is very important for adult participants from my culture. Ownership of learning must be on in the learner’s hands (brain/mind). I do not believe that we can build one learning model for all learning (children/ autistic people). I think that it is necessary to put borders somewhere. I am interested in adults’ learning on open online courses. Emergent learning is perhaps the most interesting part of adult learning, sharing expertise and learning from each other.

Prescribed learning is necessary, I agree of course, when we know the truth or the best knowledge at this moment. I know that there is ‘good English language’ and my style is far from it. I can try self-correction from post to post. For example I do not  use ‘curriculum’ any more about open courses, I say ‘design’. A design has an artistic connection in my mind. I should take a course of English… We use the concept ‘learning plan’ in my country.

Now it is time to take a break again, I feel tired. This post includes some general comments to myself and Jenny. Something is happening in my mind. The activity level of brain/mind is one of the most important factors in learning and in emergence. Where is this in the footprints model? Agency of course, me as an actor?

EDIT later Here is the address to the wikispace so you can see the machine-made beautiful picture. It is easy, I did it and Jenny Mackness helped to put it in the right place. Some day I’ll continue this pondering.

Footprints of emergence: open/structure and interactive environment

I want to continue my journey to understand learning dynamic using the methodology of the research project Footprints of emergence and connecting my experiences during edcmooc, E-Learning and Digital Cultures. I want to continue all the areas and the factors today and then I’ll take a longer break. First the area open/structure and its seven factors, then interactive environment which includes seven factors. These areas are the part of the emergence circle.

tulos34kr

Open/structure means the creative tension between openness and structure. Some structure is needed in every course. How to describe this area more accurately:

Risk means movements from risk to safe,  safe to fail and risk-taking. For experienced moocers edcmooc was a safe environment. There was little to fail at, only many interesting opportunities to prove new and learn. Light area = sweet emergence.

Liminal space varies from conservative, traditional, fixed to the opposite = strange transformations and metamorphoses. The course edcmooc was in the hands of experienced participants leading to many unexpected experiences. Darker outer= sharp emergence, challenging learning.

Ambiguity means closely defined meaning at one end of the dimension and open to several simultaneous meanings at the other end. High level of diversity (participants and their products, resources) led to several simultaneous meanings from across the globe. The participants lived in all continents and there was many language groups in use (not for Finnish people, we use English). Is this darker outer zone again?

Unpredictable outcomes from fixed, micro-managed outcome to surprising, serendipitous, unpredictable outcomes. Edcmooc tempted toward the latter and I was not the only one who loved unpredictable products and thoughts. I learned more than I expected to, and it was nice and full of joy, not uncomfortable at all. Sweet zone or darker outer?

Disruption varies from comfort and familiarity to unsettling, inverting and challenging. It was mostly comfortable to study, listen the videos and take part in the discussions. I used Prezi in my final work for the first time, but I had ideas to use it earlier. There was recommendations to use more difficult devices, but I was free to choose what I wanted. Sweet zone perhaps?

Self-correction. Hierarchical control or self-correcting system? We used the Coursera platform but experienced students offered more choices. What could be self-corrective in Coursera? The facilitators reflected and listened but the original curriculum was not changed, only some extra was taken there. What is the zone? Stable or sweet?

Multipath: only one way or multiple options? In the recommended resources there was much optional and we used Twitter, Google+, Facebook group etc. Many blogs we in use and comments received there. A course could not be more multipath, I think. Which zone means the full marks?

Then to the other area, on the right in Footprints circle. Interactive environment is the heading and it means the way openness vs. structure is realised in practice. I notice that I described that already above, I had problems with separating the curriculum from real events.

Diversity from few, standardised resources to large range of resources and people. Edcmooc offered high level of diversity, thousands of students from every continent, young and old. OK, not from Antartica. It was really open, how to mark that?

Experiential from objective, abstract to embodied, immersed, practice-based. A lot of practice-based experiences were shared and the final work. digital artefact was practice to everyone. Sweet learning, really and challenging sometimes.

Adaptive from fixed to responsive, innovative, creative. The facilitators responded to participants concerns. I don’t remember any changes made to curriculum, but it is possible. Sweet area?

Co-evolution from fixed, hierarchical relationships to mutual adaptation and growth: the latter was true in edcmooc. Feedback and assessments were mutual and the facilitators wrote a blog as a team and reflected transparently  all the time. Lots of evidence of mutual growth was promoted by the atmosphere and facilitators’ expertise. I want to give full marks.

Frequent inter-action and networking from bounded learning space with walls to open, diverse networking learning. Edcmooc had Coursera platform and you had to sign in, but it is not a problem I suppose. It is good the have a place for interactions. And there was a lot of places for interaction outside the platform, more than anyone could use. You had to choice. Full marks.

Trust from competitive self-interest to mutual respect, support and growth. This is the most important question about the course culture, I think. This factor must always be in assessment boxes. Edcmooc lived in the mutual respect and support side and it was a great experience. Experienced participants begun this culture and the facilitators continued with us, mutually.  Full points.

Theory of mind means either interaction with objects or interactions with other subjects minds. The latter seems very demanding, but because of all described in this post, I could claim that we had interaction between our minds.

It is time to summarise my footprints but a break is needed. Perhaps on Monday, let’s see what my mind says 🙂

 

 

Blog story – practicing Prezi #edcmooc

I have never used Prezi and wanted to practice it. It was not easy at all, but I did this story of this blog.

There was an active period at the beginning of the course edcmooc. I wrote a blog post gathering interesting blogs and a new network began to live. Digital viking -concept inspired me greatly and – again – I found new friends. I was happy about my post emergent learning and the comments I received. Other blog posts are more ordinary stories, I was not so enthusiastic myself .

The visits come all over the world, USA and UK come after my own country Finland. The list of cities is interesting. Australian people are active in two cities. The sources, ways to find my blog, are Twitter, Facebook and the course news etc.

This prezi is funny but I have to leave this and begin to plan my final assignment, a digital artefact. I think I’ll not use Prezi 🙂 I copied the code for embedding but it was only a link address. I am not sure if here is any sense in my doings.

another try to embed the story