A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

By Rita Kop, H. Fournier, J. Mak. 2011

504 citations recorded by the source corpus.

This 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.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/b449fa03a34da7e8a61b3f457fd1a9e66a6a46a2

Citations in the corpus

• Patterns of engagement in connectivist MOOCs (2013, unknown): “In a third paper based on PLENK2010 but also incorporating data from the CCK11 cMOOC, Kop et al. (2011) return to the question of the underlying technology and explore whether specific learning environment designs can support effective learning in cMOOCs, arguing that structures must, at least to…”