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:
I 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.