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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 September 2021

The Learning Cliff: Peer Learning in a Time of Rapid Change

The Learning Cliff: Peer Learning in a Time of Rapid Change

(p.81) 6 The Learning Cliff: Peer Learning in a Time of Rapid Change
MOOCs and Their Afterlives

Jonathan Worth

University of Chicago Press

This chapter describes an aggressively steep learning curve for a new teacher seeking to understand both what to teach (of a subject which itself is going through a process of digital disruption), and how to teach it. It details the development of an Open and Connected pedagogy that draws on the participants’ existing patterns of behaviour and intrinsic motivations. The design consists of live public note-taking, followed by collective reflection and serves as a process by which participants can reflect, not only on their notes, but also on their roles within both the local and distributed learning communities. Its iterative nature also affords discussions of the digital, that we might learn with the digital from a position of informed, versus statutory consent. Something that, as story-telling practitioners, confers on us the responsibility to afford that same degree of agency to our subjects. It is above all an honest account of someone seeking to learn of and with the digital, in live environments alongside a local class-based cohort, and amongst open online distributed communities of learners.

Keywords:   connected learning, open learning, photography, Twitter, Phonar

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