Multilitteratus Incognitus

[warning - a bit of long post] Well, here we are! The end of 2023! It seems like only yesterday that we were starting to hear some whispers about this thing called "ChatGPT," but it was in fact about a year ago, and as you know we moved pretty quickly through that hype cycle.  Don't worry, this entire YIR (year in review) won't be about ChatGPT 😂.   As I was pondering other academic-y things over the start of my winter break, I was looking back at the year to see how things moved along.  I think I've written (or at least said) this before, but before I started my doctorate I felt like I had a rhythm so far as academic communities, activities, and outputs go, and things got disrupted while I was pursuing my EdD.  Coming out of that doctoral process, I felt like I took one exit off the freeway, while many of my other colleagues and friends took another. It feels like the end of a doctoral program is about rediscovering who you are and where things fit.  It s...

Back at the tail end of 2013 I had written a two part article, which I aimed to pitch to Learning Solutions Magazine. However, if memory serves me correct, the MOOC craze had been waining a bit, and corporate MOOCs weren't really talked much about; even today I would argue that corporate MOOCs are a non-starter - many seem to confuse and conflate a MOOC with self-paced eLearning. In any case, due to this cooling off on MOOC interest, and a directorial change (again, from what I recall) I don't think this two-part article was accepted.  The articles were stuck in suspension in my Google Docs account merrily forgotten, until I started looking for other documents yesterday and I stumbled upon them. I am not sure how much use these still are, but I thought I would publish them anyway ;-) Part I of What MOOCs can do for the traditional online classroom can be found here, and part II here.  I've also embedded part I in this post. What MOOCs Can Do for the Traditional On...