MOOC didactics Matters. A hands-on vision for MOOCs and Connected

Learning Practices in Europe

Friederike Siller, Jöran Muuß-Merholz

& Markus Deimann

Text

Internet as an open learning space or a walled garden?

http://s0.geograph.org.uk/geophotos/03/05/03/3050381_9e388c76.jpg

https://c1.staticflickr.com/3/2033/1891638026_77f7dfbd75.jpg

–Curtis Bonk, 2009, p. 29

„It is a somewhat magical or mystical place where teaching and learning never end. Unlike traditional

stand-and-deliver classes, the sun never truly sets in the world of online learning. Fortunately, the hearty

explorer will find that the lights rarely flicker of fade in the Web of Learning“.

From c to pMOOCs

cMOOCs envision the Web of Learning but lack (didactic) support structures

xMOOCs as a backlash: simplifying the learning process neglect interaction and collaboration

pMOOC format as didactically sound MOOC concept

Give Europe a „p“

p as in problem (ill-defined and authentic tasks)

p as in project

p as in production

p as in participant-driven

p as in partners for learning

Connected learning practices among Europe A Conclusion

Information is everywhere the key is to connect people, institutions and tools in a motivating way

Communities of practice as starting points for educational experiences

Problem based perspective (see „Hamburg Open Online University“)

Interested in discussing the European Perspective for MOOCs? !Of course! !!Submit your paper to the Special Issue of IRRDOL: „Towards a European perspective on Massive Open Online Courses: The past, the present and the future“ !