Archive for the ‘Networking learning’ Category
A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses MOOCs.
The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
In this paper we argue that it might be useful for educational institutions to actively explore alternative frameworks such as complexity theory, communities of practice, connectivism, and the underlying threads of emergent learning to inform their planning and strategy. We will attempt to bring together elements of all these areas of research and practice to develop a framework for emergent learning that can be applied across education, work, and social networking, with their increasingly blurred boundaries.
We explore the following:
- What are the conditions that enable emergent, self-organised learning to occur and to flourish?
- What mechanisms of validation are effective, can emergent learning networks be self-correcting, and if so, how?
- Is it possible to link, or even integrate, emergent and prescribed learning, and if so, how?
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