Multilitteratus Incognitus

Moving along in NRC01PL, here are some reflections of what was presented in week 3 of the Personal Learning MOOC.  It's been rather busy at work, and at Athabasca as I am wrapping up my semester, so I haven't really gelled with anyone else in this cMOOC.  I think that the topic would be interesting to discuss in connectivist fashion, but I have not yet (satisfactorily) done any wayfinding . I see some friends from other MOOCs in the twitter stream (like Autumm and Jupidu), but don't see much in the place of discussion.  Maybe once I "catch up" I'll pay more attention to what others are doing?  I am getting a similar vibe now to the one I got in the Wiley MOOC on OpenEd (#ioe12)  - I am in a museum tour, and I am a few rooms behind the group.  Good opportunity for mischief and creative exploration, but it's always fun to have another friend around to share the experience with. In any case, in week 3 the topic was the (curious) case of the cMOOC, wher...

It's been a few days since I started writing about the various reactions I had (and started noting in the margins ;)  ) to a recent article from fellow MOOCers and MOOC researchers Frances and Jenny . I cut my previous post a bit shorter than I intended because it was getting long, and I didn't want it to go on and on. So this is a follow-up blog post t o that original post with some reactions, or thoughts, about what seemed to be to be underlying assumptions about what comes as part-and-parcel for education.  The article seemed to make some assumptions about education, and MOOCs in specific, that I thought should be addressed in some fashion: It is the responsibility of the convener/instructor of the course to play cop... ... be this a traffic cop who directs the flow of the course and "re-centers" it when it gets off course, a dispute cop who gets in between parties who are arguing about a certain topic, and a jail cop for people who don't observe the ...