Emergent learning in the Lake District
Posted Mai 8, 2016on:
At the moment I’m sitting in this wonderful garden enjoying a splendid day in the Lake District. I’m told that normally it’s raining here all the time so I’m very lucky to experience already the third day of sun in the companionship of Jenny Mackness.
Of course we didn’t only walk and cycle and eat and chat – but were engaged in a profound discussion of our presentation about the footprints of emergence at the Networked Learning Conference in Lancaster – improving and finalizing it as well. Jenny believes that we could have invested more time and could have been more focused on the topic of our presentation but I’m confident about the power of emergent learning and our wandering around in the real landscape and in our inner landscapes.
Chatting with Jenny means to share experiences, to discuss believes, to get new ideas for collaboration, to get new books to read … and as we mostly meet online these face-to-face days are very valuable.
Jenny likes to learn in MOOCs and it seems that if she starts a MOOC she will finish it as well – which is not true for all the MOOCs I learned in. As I was in love with the Change11 MOOC (and did finish it!) my ideal MOOC would be an open and challenging cMOOC as well. But when I convinced people of my university that we should develop and offer a MOOC to get experiences about its potential and opportunities I had to acknowledge that nor our students nor my teacher colleagues would profit from a pure cMOOC.
Therefore we went for a hybrid design in the case of our Competences for Global Collaboration MOOC (cope15) with a weekly structure, learning materials including videos by experts and 2-3 tasks by week. Nevertheless I fought for a design as open as possible which challenges the learners by offering a lot of learning opportunities, encouraging them to look for further information about the topics and sharing them with other learners. And I gave them the opportunity to draw a footprint of emergence in the last week of our MOOC to reflect their learning process.
In preparing our paper Jenny and I investigated the footprints of the learners and the design footprint of the MOOC. We perceived a certain success of the design intentions and we liked the attitude of the learners engaged with the footprints. Of course further work analyzing footprints of emergence and relating them to learning scenarios and to individual learners has to be done.