Tomorrow (Friday, 3:30pm in White Horse at The Canyons Resort – Park City, UT) I will present the theoretical and practical elements behind the MOOCseum, a learning model I developed in partial fulfillment of my doctoral coursework at Pepperdine University. This project is under consideration for a Waves of Innovation grant at Pepperdine, and I have explored the topic with both the Chief Financial Officer at Pepperdine as well as the director of the Weisman Art Center, an art museum on Pepperdine’s Malibu campus receiving patronage from the Weisman Trust. The development of the learning model is exciting, and so are the trials that have come with putting it into practice at various institutional levels. I look forward to sharing the results!
As a MOOCseum is designed to both mirror the distance education aspect of a MOOC while providing a real-time, event-based learning experience, I have posted a potential MOOCseum learning experience at my home page, rolinmoe.org. The Open Education Conference will film the presentation, and I will link to it at that time. Please join the conversation either in blog comments, Tweets (#MOOCseum), or other potential avenues of social interaction and innovation.
I recently posted a response to a research paper by Terry Anderson which looked at the various modes of interaction across learning platforms and spaces. Among the important and interesting notes was Anderson’s assertion that high quality learning could happen if one of three interactions (student-student, student-teacher or student-content) was of a high quality, regardless of the quality of the other two. Yet in my reading of Anderson’s work, I saw him continue to discuss student-student interactions with great importance, moreso than he gave to student-teacher or student-content. This ties into some existing learning theory popular today, most notably social learning theory (though, to be general, the Canadians like to call it social cognition) via Bandura (and Vygotsky’s social development theory). Continue reading →