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Progress report [@30%,90%]

Cloud created by:

Hugues Chicoine
22 January 2013

Progress report [@30%,90%]

@30%. I wish to express my appreciation of Cloudworks even after just 10 days; it is indeed a departure from anything I had previously encountered, creative, minimalist and stable (Gráinne Conole, Juliette Culver, Rebecca Galley, Nick Freear, Stephen Turvey and the tech team: cheers!). 

@90%. At this point I have a more complete grasp of the OLDS MOOC experiment (not a course really—too disorderly, or messy as they say). It is not a connectivist MOOC, and multiple platforms don’t quite foot the bill (multiple platforms are instead a source of utter confusion—no coherence can be derived, no common thread). But too much importance should not be given to this aspect although praise is deserved for Cloudworks (all such attempts are deserving). No video watched and no lecture viewed; these are a waste of time because quality is mediocre, the stuff is much too informal and cannot be quoted.

I won’t confess what I may have learned here. At this point, I wonder if learners don't generally reject or disregard more than they keep and reuse (learn).

I will nevertheless indicate how I went about with OLDS MOOC and why.

HOW: at the outset, I did take time to read all of the course outline. I skipped the timing proposed and the micro-activities therein described (e.g., day by day activities make little sense when operating across time zones unless 3x more time is allocated to allow for any significant reflection and exchange). In the process, I gave a glanced at some of the ‘tools’ and ‘toolkits’ proposed. More importantly, I did not identify a body of references although a resource bank (learning design toolbox) was gathered. Finally, I cut to the chase and concentrated on prototyping and designing in text form (they go hand in hand).

WHY: I engaged in this project because it hinted at three (3) rather novel ideas that, in my analysis, will crop up or emerge in the future. They are:

(i) Student or learner representation (in their private cognitive sphere) are here designated under ‘personas’ (Joshua Underwood, week 2) The very idea of learner representation is daring (better than class ‘group’ or headcount on campus) and creates a beneficial distance with ‘learning styles’.

(ii) Ideation (Gràinne Conole, week 3). Ideation is basic and is no doubt a leading design concept. In educational design, given the institutional environment (context_1, could well be corporate), ideation is better assumed by the designing faculty and is subject first to discipline-specific research, epistemology or heuristics (context_2—see a counterview). The notion of ideation in educational design at the college and university level is best supported where faculties own the intellectual rights over their teaching material (OER would then soar).

(iii) Activities (learning, learner). Design approaches based on learner (learning) activities have yet to be developed (JISC Design Studio and Conole, week 3) and deployed.




FEAST, L. and MELLES, G. (2010) Epistemological Positions in Design Research: A Brief Review of the Literature. Connected 2010 – 2nd International Conference on Design Education, 28 June - 1 July 2010, University of New South Wales (




Related pages (in that order):

Hugues Chicoine: A Learner Workplan approach to educational design 

EDUCATIONAL DESIGN (teaching-learning) : Introduction 




Progress report [@30%,90%] (this page)

PROTOTYPE in text form [1,2,3]

Hugues Chicoine OLDS MOOC Final Reflective Post (Cloud)

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