In Massiveness + Open = New Literacies of Participation (2013), Stewart identified 3 integral components to MOOCs:
“the connectivity of social networking, the facilitation of an acknowledged expert in a field of study and a collection of freely accessible online resources” (McAuley, Stewart, Siemens & Cormier, 2010)
Yet, as Stewart further highlights, the story of MOOCs is often (misleadingly) told through that of online education in general, globalization and networked learning (p. 228), and the original values (autonomy, interaction, exploration, contribution) and characteristics (’emphasizing networked practices, knowledge generation, and many-to-many channels of communication’) MOOCs subverted or overlooked. The video explores the history, nature and values of MOOCs, as per McAuley, Stewart, Siemens & Cormier’s (2010) research, in more detail.
Reading/watching this research unfold today, with the proliferation of so-called xMOOCs that frequently focus on delivery of information or course content (Stewart, 2013), it seems almost idealistic. Yet, it is true that networked technologies have the capacity (and indeed are, though less frequently) to be used in the way McAuley, Stewart, Siemens & Cormier (2010) propose: a reminder that technology cannot be separated from social practice and context.
Looking forward to observing how networked practices come into play in my MOOC next week..