A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant support on Massive Open Online Courses

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TypeArticle
Journal titleInternational Review of Research in Open and Distance Learning
Volume12 Special Issue - Emergent Learning, Connections, Design for Learning
IssueNovember 7
Pages7493; # of pages: 20
SubjectConnectivism; Networked learning; Media affordances; Learner autonomy; Presence; Roles; Educator
AbstractThis 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.
Publication date
LanguageEnglish
AffiliationNRC Institute for Information Technology; National Research Council Canada
Peer reviewedYes
NPARC number19040607
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Record identifier561c1d40-92f3-4316-af6e-4f2cb42d5848
Record created2011-12-06
Record modified2016-05-09
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