Because they can be? Many thanks for this, Adrienne – very helpful. 2011 Mar-Apr;36(2):48-51. doi: 10.1097/NNE.0b013e31820b4e01. Two briefs are currently available: This site includes links to information created We do not give, share, sell, or transfer any Big Guy MOOC (the holy grail) and the xMOOC Silicon Valley chorus line have generated huge media press and even greater investor appetite. I’ve just recently been introduced to the Community of Inquiry framework of Garrison et al 2000, which details the three presences required to build a cohesive community online. (2004) Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC Distance Education, Vol. Will computers (or more likely, networks of computers) in the future be able to do these high level activities better than a human teacher? Some enter these communities at different levels, beginners or experts. As different communities of practice develop based on the organization’s specific needs, an added complexity emerges, but … Communities of practice are everywhere. Centre for Learning & Teaching In comparison, connectivist MOOCs are an ideal way to bring together specialists scattered around the world to focus on a common interest or domain. How to interact? One of the things that baffles me about the whole MOOC phenomenon is the “magical thinking” that surrounds this concept and its various articulations. Humans have hitherto shaped technology; now we are at a place where technology can profoundly shape us. My argument is not against cMOOCs, but politely suggesting that applying 20 years of research in online learning and 100 years of research on how humans learn could make them a lot more effective. The mediation of personal connections through algorithms allows for any kind of algorithmic bias, or worse intentional manipulation, for profit. Hi, Linda I have been engaged in MOOC since 2010 (as a participant in many MOOCs and as a researcher). So can simple stupid computers. I have been following the development of AI applications in education since the mid-1980s, and a longer track record of failure would be hard to find. Our global communities of practice intersect with national or local communities of practice run by our alumni or partner organizations. However, merely lumping together large numbers of people with a common interest is unlikely to lead to effective learning. But the most interesting results happen when you take networks of humans and, instead of telling them what to do, enable them to make decisions for themselves. I am now working on Chapter 6, ‘Models for Designing Teaching and Learning.’. In a way, it goes back to Dewey’s ideas of collaborative inquiry. The upshot of it was that it really was going to be an open course, and the instructors were going to allow the students to form whatever groups they might be interested in and they would provide the communication stream but not the organizational scaffolding.”. We need teachers even more than ever. George Siemens or Stephen Downes can probably comment better on this, but your research focus is very interesting. 35, No. Thanks for the opportunitties to have these discussions which are so important to our field. Teaching Get the latest research from NIH: Technical, and Adult Education (OCTAE), under Contract No. One I’ll definitely use when I discuss the challenges of learning design, especially in the context of MOOCs. Save my name, email, and website in this browser for the next time I comment. It is too easy to take pot shots at education and educators; somehow the message being sent to the public by the for-profits and by politicians is that “education is broken” and technology and private enterprise will fix it. This thinking is misleading and wrong. This perfectly defines BCPS’s LMSs and their shared interest in being FRS librarians. Simple stupid neurons, when joined together, can learn. Hi, Jana Wenger argues that there are three crucial characteristics of a community of practice: Wenger (2000) has argued that although individuals learn through participation in a community of practice, more important is the generation of newer or deeper levels of knowledge through the sum of the group activity. We recommend that you read Higher Education National Education Technology Plan, Building Technology Infrastructure for Learning, Educational Technology in Teacher Preparation. Obes Rev. The Xerox reps began exchanging tips and tricks over informal meetings at breakfast or lunch and eventually Xerox saw the value of these interactions and created the Eureka project to allow these interactions to be shared across the global network of representatives. Let me respond to some of the points you make. Recognising the value of tacit knowledge and using ICT for educational development within workload hours will require a shift in cultural thinking at both an individual and organisational level. I like to aske you some qestion . Lastly, research on other related sectors, such as collaborative learning or MOOCs, can inform the design and development of communities of practice. The problem is that the human brain and human behaviour do not operate in the same ways as computers. Write CSS OR LESS and hit save. Tony is a Research Associate with Contact North | Contact Nord, Ontario’s Distance Education & Training Network. I have enjoyed reading your book draft thus far and we’ve had some good offline discussions. How could this be identified or described. But, why have cMOOCs generated a similar form of magical thinking, that suggests that xMOOCs are the bad guys who will replace teachers with technology, whereas cMOOCs are some kind of community-spirited good guys? Second, should we hand over human decisions to machine intelligence? Students could “form whatever groups they might be interested in” and instructors “would provide the communication stream but not the organizational scaffolding”.