During the past year, the phenomenon of Massive Open Online Courses – or MOOCs – has been a trend du jour within academia. Framed by co-founder George Siemens as “the Internet happening to education,” MOOCs offer a lens through which to explore how escalating complexity and information abundance impact 21st century higher ed.
Alternately hailed and derided as a disruptive revolution in higher education, MOOCs make visible the fault lines emerging in contemporary academia. Because not only are networked practices encroaching on and expanding the boundaries of conventional educational institutions: so is neoliberalism.
In this keynote for #WILU2013, Dave Cormier and Bonnie Stewart trace a narrative path through the various ways MOOCs challenge institutional education models, focusing particularly on the digital, networked practices that MOOCs were originally intended to embody. They outline rhizomatic and networked models of learning, and the conceptual structures that underpin education as a massive, open, and online enterprise.
1. MOOCs, Rhizomes & Networks:
Information Literacies
in a Time of
Complexity Abundance
@davecormier @bonstewart
University of Prince Edward Island
WILU 2013
2.
3.
4.
5. Untangling 4 Threads
• Information abundance = context
• Networks Rhizomes = structure
• MOOCs = possibilities
• A challenge: Where do we go from here?
36. Rhizomes:
• are aggressive, chaotic and resilient.
• are difficult to contain
• follow their own paths
• are multiple
http://www.flickr.com/photos/usfwsnortheast/5951029777/sizes/l/in/photostream
37. The rhizomatic
approach is about
1. Preparing for uncertainty
2. Learning when there is no answer
3. Dealing with complexity
4. Being responsible to your own learning
5. Drawing your own map
38. Part 3a – A convergence
An example on the open web
52. Major MOOCs merge
networked critique of institutional education
with
neoliberal shock doctrine:
“here’s a disaster, here’s a solution.”
But MOOCs don’t HAVE to be like that.
54. Some MOOCs…
Harness contribute to
knowledge abundance
Are participatory
Are distributed
Generate knowledge
connections that extend
beyond course
Share the processes of
knowledge work, not just the
products
h#p://www.flickr.com/photos/wiccked/133164205
I want to tell you a story. It’s a story we’re all already in. It’s a story of change. Changes in expectations, in the role higher education plays in society, in the role money plays in higher education.
A story of change in institutions. Bricks & mortar will likely stay, many of our careers will remain tied to these organizations of human potential. But we become institutionalized. the defined boundaries, rigid structures, clear hierarchical roles: these are no longer sufficient for coping with the complexity.
Top leftish cluster is institutional model….bottom rightish cluster is the present. Neoliberalism – idea of education as market, that nimble, efflicient, entrepreneurial approaches Not necessarily progression. These shifts are only loosely tied.
Also a story of literacies. Academia may be institutional but its practices are built on networks. Conferences are connections, and academic publishing is making connections visible and we are already all literate in these skills. But you will notice…this is not tidy.
Market sense and digital sense and both use of institutional structures while going beyond institutional structures
Also fluid
Networked society also cannot relegate the economic to institutional structures, so it becomes more visible. In the networked collapse of personal and professional, there is also a collapse of the tidy boundaries & etiquettes around money.
Probe, sense respond. In complexity, and information abundance, connections are being made that haven’t been made before and we are navigating environments we haven’t before. Institutions have dealt primarily with the two right hand domains.
We started in the summer of 2005 when there was lots of uncertaintyCommunity as curriculum