Tag Archives: Assignment Bank

Contemplating the Early #ETMOOC Experience

With ETMOOC now two weeks old and almost half way through Topic 1: Connected Learning (Tools, Processes & Pedagogy), things are truly starting to take-off. It will be fascinating to see how long the legs last. I am hoping that it remains strong.

What is so great about what Alec Couros and crew are creating is the sheer range of participants. Of course this could be said of all MOOCs. Yet, this particular one seems to have a magical mix of educators, a number of seasoned, tech savvy established types and a whole lot of fresh, eager to experiment types, cutting across all grades from elementary to university. It is an impressive movement to track and participate.

I must admit that my MOOC experiences have been more of a gradual escalation. A few years ago, when this thing really got going, I was so fascinated and eager, but so quickly overwhelmed. It took a number of experiences for me to really feel like I had better set of bearings and could negotiate between my lurking and my participation.

When it comes to MOOCs, my desire often has outpaced my will. Plus, I have been involved in a for-credit graduate course more months than I haven’t over the past three years, if not more. Combined with my teaching load, I kept getting to a point where I just got too bogged down to continue. Despite the best of intentions, once I lost my momentum I always felt like I was in a insurmountable hole and already missed too much to get back into the mix. Yet with each experience, I started getting better and better, like tracking things with better filters, managing the amount of time I could engage more effectively, and catching my breath when I needed without completely disengaging.

By the time I jumped into #DS106‘s Camp Magic Macguffin, I started feeling like I was more successful MOOCing it. I had l already “finished” a MOOC at that point, although I have never been the most regular or consistent of bloggers. Even though I did have to stop participating in DS106 towards the end of the run, as a host of responsibilities needed more immediate attention, I felt really good about what I had accomplished. However, that was definitely the first experience where I truly felt that I was in a course that was more of a community. Those University Mary Washington peeps have really built something awesome with A Domain of One’s Own.

The coolest thing I can say about ETMOOC is that it already has the same kind of feel, more community than course. Sure it is loosely distributed and might not have all the trappings of the DS106 machine, like the Daily Create or Assignment Bank, but it has so much potential and the same kind of vibe. After all, ETMOOC is a really the evolution of the EC&I 831 open course experiment Couros conducted at University of Regina a few years ago. Given that short but significant legacy it doesn’t seem like a great leap to see DS106-style components developed and potentially built off ETMOOC as a platform. That too would be pretty awesome.

So despite all of the competing claims on my attention, I can’t help but want to stay connected to this thing that is happening. One of the beauties of ETMOOC is that each topic runs two weeks, almost ensuring that anyone can catch their breath along the way. That two week window is probably the one thing that has me feeling the best about staying involved and might be the master stroke for me in the planning and execution of this MOOC.

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