Hugues Chicoine OLDS MOOC Final Reflective Post (Cloud)
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7 March 2013
OLDS MOOC Final Reflective Post (Cloud)
@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 it went 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 much more time is allocated for any significant reflection and exchange). In the process, I 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 being 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 Learning Design research 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. It also provides a beneficial distance with ‘learning styles’.
(ii) Ideation (Rebecca Galley, week 3). Ideation is basic and is no doubt a leading design concept. In educational design, given the institutional environment (context_1, but could well be corporate), ideation is (i) better assumed by the designing faculty and is (ii) 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, week 3) and deployed.
I have proposed a shift of the current Educational Design paradigm to distance and open teaching (from traditional location-based teaching), and to representation-based learning (from technology-based learning). The position, however, requires that learner context and representation be reviewed and reconstructed around the Private Cognitive Sphere (where learning is an intimate process) and not in any of the current educational theories. All the written material revolves around those two topics, as follows (or download the complete, illustrated Word file Chicoine_OLDS_MOOC_paper_March_2013).
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