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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

Reimagining Learning in CLMOOC

Reimagining Learning in CLMOOC

(p.104) 7 Reimagining Learning in CLMOOC
MOOCs and Their Afterlives

Mia Zamora

University of Chicago Press

With the new affordances of networked learning in an open environment, how can we reimagine what learning is in the 21st century? How might the HigherEd phenomenon of MOOCs affect learning across the entire educational landscape? Can MOOCs play a role in bridging the divide between K-12 learning contexts and HigherEd expectations? Could a new notion of “open” lead us to institutional change that matters? As we account for what “open” can mean for education as a whole, one particular connectivist MOOC has exemplified how technology’s new affordances have emboldened new ways to build community while simultaneously facilitating individual interest-driven learning. The National Writing Project’s “Connected Learning Massive Open Online Collaboration” (or CLMOOC) has highlighted that “open” can indeed engender empowerment for educators and learners by redirecting the concept of “open” to mean “connected”. This article looks closely at how this transformative potential of open is established, facilitated, and sustained so that individual learners can discover agency and thrive within the context of a supportive networked community.

Keywords:   connected learning, National Writing Project, teacher professional development, networked learning, open learning, guilt, lurking, play

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