Design of a MOOC (Post 3)

Timothy Read, (twitter) Chapter 6 The Architectonics of Language MOOCs

Book available here:

This chapter looks at the design of a MOOC. Some useful defintions are provided:

cMOOCs: explore pedagogies and emphasise connectedness, collaborative learning; do not run on a single platform (but are distributed across many).promote immersion and are more disruptive than xMOOCs. They are not designed to serve the mission of a given institution.Key activities in cMOOCs include the remixing, repurposing and co-creation of content and interaction.
xMOOCs: extend standard classroom inspired institutional educational models; promote participant diversity, in the sense of transmitting the same message to thousands, whereas cMOOCs focus more on the diversity of approaches and resources, developed and distributed in many different ways.
LMOOCs: Language MOOCs

And this quote about teaching and learning languages:

When considering LMOOCs, learning a language requires the development of competences related to four different kinds of language activities (Council of Europe, 2001): reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting).

So, how to put all that together, in our Language MOOC? This is how Read concludes:

A middle ground is required that enables a hybrid-xMOOC to be designed, including cMOOC features, such as external social media tools, and the like, going beyond the limitations of the basic tools provided in the platform to provide a finer grained level of interaction. This is not just a question of linking in Twitter and/or Facebook to an existent LMOOC, and including some activities that makes use of them, but more of a fundamental restructuring of the course to move the emphasis of study away from working in the platform by watching a series of video recordings, undertaking superficial activities and doing automatically corrected tests, toward a semi-distributed cMOOC-like structure, where the students undertake a lot of their own content curation and productive skill development off the platform, and then come back to share with the group what has been happening and prepare for the next step in the learning process.

Gives me food for thought.