and while I learn more about twitter (which my research assistant this morning also very kindly taught me a thing or two about today, and introduced me to TweetDeck… which I’ll get back to some day when I need to avoid my day job some more, but right now I’m wanting to get back into some actual work – but just before I do I just have to note that the e-learning provocateur’s post that I read today (as I was munching on my lunch after my fruitful meeting with said research assistant this morning with whom I was actually doing some work, before we got onto the frivolous topic of tweeting, she being the expert and I the utter novice) has stuck in my mind and my mind being what it is these days I figure best strike while proverbial iron’s hot or the thoughts will be thinner than air by the time I get home tonight so here I am posting again – I was planning for just one a day, I feel now like I am binging, like I’m eating the whole packet of timtams in one go… a reference all Australians will immediately understand but others may need explained) well anyway, I just want to comment on one of the many points Ryan makes in his post because it echoes something I was saying to my twitter expert friend and assistant in crime this very day, in qualified defence of moocdom, namely… about the cMOOC.
We are clearly in what George Siemens refers to as a cMOOC, not an xMOOC – or at least, some of us are. That is, one where the focus is on connected, collaborative learning rather than broadcast. I mean, as I was thinking aloud this morning, it is a month before lift off and I have already learned stuff because we’re talking to each other, and I fully expect now that this has set the scene for the whole course – most of the learning we experience will be generated by our own interactions. This interests and pleases me, because the learning experience is the very aspect I joined to investigate. I am thinking of other points raised in Ryan’s post, such as the anticipation within and around the higher ed sector that moocdom will be rapidly occupied by those who have for so long been excluded from higher education, or who have found it absurdly inaccessible (remote, expensive, linguistically challenging), even as the empire repositions itself to remain the font of all knowledge for the foreseeable future – I expect there will be interesting comebacks ahead!
What I’m really keen to observe in this mooc experience we’re about to fly off into is its linguistic nature, the degree of multi-modality, and the potential of the medium to help or hinder those attempting to engage in what is for them a second, or still quite foreign language… there is so much potential for this moocy medium to be brilliant in multi-lingual contexts, and so much likliehood that it won’t be! I wonder when the first multi-lingual mooc delivery will be… there are already moocs playing out with study groupings conducted in languages other than English, but given that the big gun providers are US and UK based, the delivery will be in the firm grip of English for quite some time to come I guess.
there is a lot of commentary about moocs of course (and I’ve just got a grabbag snippet on my moocdom page on this blog, excerpts from a much larger set of bookmarks I’ve been gathering the past few months) – but surprisingly little about the language (or have I missed a ginormous discussion somewhere? – there is this interesting post about the geography of moodcom, but what really seriously is there about the linguistics?) One person I’m aware of who’s discussing the implications is Paul Prinsloo, but the topic will be on my mind throughout this course – be warned!