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

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 mov...

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Autores principales:	Rita Kop, Hélène Fournier, John Sui Fai Mak
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	Connectivism networked learning media affordances learner autonomy presence roles Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9eace86db1394452a388a46164cb381c
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spelling	oai:doaj.org-article:9eace86db1394452a388a46164cb381c2021-12-02T17:16:07ZA pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses10.19173/irrodl.v12i7.10411492-3831https://doaj.org/article/9eace86db1394452a388a46164cb381c2011-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1041https://doaj.org/toc/1492-3831 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. Rita KopHélène FournierJohn Sui Fai MakAthabasca University PressarticleConnectivismnetworked learningmedia affordanceslearner autonomypresencerolesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 7 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Connectivism networked learning media affordances learner autonomy presence roles Special aspects of education LC8-6691
spellingShingle	Connectivism networked learning media affordances learner autonomy presence roles Special aspects of education LC8-6691 Rita Kop Hélène Fournier John Sui Fai Mak A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
description	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.
format	article
author	Rita Kop Hélène Fournier John Sui Fai Mak
author_facet	Rita Kop Hélène Fournier John Sui Fai Mak
author_sort	Rita Kop
title	A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
title_short	A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
title_full	A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
title_fullStr	A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
title_full_unstemmed	A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
title_sort	pedagogy of abundance or a pedagogy to support human beings? participant support on massive open online courses
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/9eace86db1394452a388a46164cb381c
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A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

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