InstructureCon - June 20, 2013

Using Canvas to Change the World: The LMS as Portal to Connected Learning Sean Michael Morris (@slamteacher) and Jesse Stommel (@Jessifer)

[image by Kevin Dooley]#moocmooc #instcon

Thursday, June 20, 13

Thursday, June 20, 13

Thursday, June 20, 13

Hybrid Pedagogy is not just an academic journal, it is a journal of praxis. Pedagogy -- its nature, practice, innovation -- is always the journal’s focus. But rather than simply talk about pedagogy, we prefer to tamper with it and try it out on every conceivable scale.

In the last year, Hybrid Pedagogy set loose:

• MOOC MOOC• Twitter vs. Zombies• Digital Writing Month• THATCamp Hybrid Pedagogy

All of which set the stage for our latest exploration into the world of MOOCs: the MOOCification MOOCathon.

Thursday, June 20, 13

Thursday, June 20, 13

MOOC MOOC was announced in the Hybrid Pedagogy article, “The March of the MOOCs: Monstrous Open Online Courses,” in which Jesse argues,

“Content and learning are two separate things, often at odds. Most content is finite and contained; whereas, learning is chaotic and indeterminate. It’s relatively easy to create technological infrastructures to deliver content, harder to build relationships and learning communities to help mediate, inflect, and disrupt that content.”

Thursday, June 20, 13

From “Hacking the Screwdriver: Instructure’s Canvas and the Future of the LMS”:

“Technology is only a tool -- a hammer or a screwdriver [...] Even the screwdriver can be hacked.”

Thursday, June 20, 13

Thursday, June 20, 13

From “Why Online Programs Fail, and 5 Things We Can Do About It”:

“Massive courses should be massively taught.”

(preferably with collaborators like @chris_friend and @writingasjoe)

Thursday, June 20, 13

MOOC MOOC ran in August 2012 with over 600 registered participants and again in January 2013 with over 1000 registered participants. During the first iteration of the week-long MOOC MOOC, there were over 6000 unique visitors to the course and almost 7000 tweets on the #moocmooc hashtag.

“Analytics and #moocmooc” by Sheila MacNeillAn interactive graphic representation of #moocmooc Twitter participation by Martin Hawksey Analysing threaded Twitter discussions from large archives using NodeXL by Martin Hawksey#moocmooc tagged twitter posts for first six days of MOOC MOOC by Andrew Staroscik

Thursday, June 20, 13

Some critics of MOOCs hold that these massive courses cannot possibly be interactive, and certainly not at the level of the traditional classroom. Because of the sheer number of participants, facilitators can indeed be hard-put to set the table for meaningful discussion and collaboration. However, participants in MOOC MOOC functioned almost like a hive mind. They had individual agency, but the course activities emphasized the capacities of learners working in concert.

Thursday, June 20, 13

Learning is ecstatic, rampant, distributed. The LMS is a delivery device, a portal to connected learning, not an ecosystem.

Thursday, June 20, 13

The 24-hour MOOCification MOOCathon resulted in 1979 tweets on the #moocmooc hashtag from 176 participants, in addition to the discussions underway in the forums within Canvas. For full-data, see bit.ly/MOOCathon. And click here for a graphical representation of contributions.

Thursday, June 20, 13

MOOCification is really a kind of pillaging. You take what works about MOOCs, the best kinds of pedagogy they open up, and apply them to more traditional classes. We should create learning experiences that are permeable. A course should live outside the institution in which it’s housed, beyond the semester during which its taught, and even off the continent where it’s born. In this, the LMS provides a map and not a destination.

Thursday, June 20, 13

MOOC While You Sleep: “How can we create learning experiences that persist beyond our ability to make them go?”

Thursday, June 20, 13