Who is to judge? ” MOOCs disrupt existing patterns of thinking and introduce people to new connections and new ideas.” That could be said about any community of practice (as distinct from community of interest.) Then why do we need a human race, if a handfull of zillionaires are creating machines to replace humans? Although CoP and CoI are sometimes invoked interchangeably but the focus and structure are distinctive that CoI seems to be loosely organized and gather a group of people around some common interest and to share information and experiences. If you think of teachers’ work as essentially designing learning experiences, in the sense of opportunities for growth, and put that in the context of a rapidly changing world – then ideally teachers should be engaged in continuous professional development through communities of inquiry. Results also suggest that learning analytics techniques, including social network analysis and natural language processing applied to analysis of usage data and community content, are promising for increasing the efficiency and effectiveness of educational online community management. The findings identified that an OCoP offers a 'polycontextual' environment that can enhance knowledge development, strengthen social ties and build social capital. cMOOCs and other communities of practice have a different purpose than formal education, and in most cases a very different target group. Annual Fellowship Also of course as a former colleague of Diana’s, our thinking is very close, particularly on the nature of academic knowledge and how it is best acquired. This site needs JavaScript to work properly. We recruit an annual cohort of 20-25 leaders in each area, each of whom works on a local impact project, building close relationships with others during two week-long in-person events. Many thanks for this, Adrienne – very helpful. So far though AI has shown no signs yet of competing at measuring that higher level of level – but then, neither have institutions themselves been able to demonstrate those criteria for assessment effectively, other than through their brand status (‘Just trust us – we know what we are doing.’). How would you evaluate the success of a community of practice? What Siemens and Downes relied upon was the magic of linking “communication streams”, using RSS feeds. And why would we go along? I completely agree and recently presented a paper called: Teachers! 3. I don’t know if that was intentional or accidental. You write, “the ultimate organizer and decision-maker in the learning network (whether formal or non-formal) is that artificial intelligence (neural networks) replace the teacher or the moderator or the organizer. For instance, communities of practice need to balance between structure and chaos: too much structure and many participants are likely to feel constrained in what they need to discuss; too little structure and participants can quickly lose interest or become overwhelmed. I am PhD student at the University of Helsinki Finland, working on learning ecology of connectivist MOOCs in my dissertation research. The emphasis on the kind of learning that occurs outside of humans, i.e. Recognising the value of tacit knowledge and using ICT for educational development within workload hours will require a shift in cultural thinking at both an individual and organisational level. “A central tenet of most learning theories is that learning occurs inside a person. Heaven help us if machines start deciding what is important to learn. One of the things that baffles me about the whole MOOC phenomenon is the “magical thinking” that surrounds this concept and its various articulations. “Let’s focus on what really matters and let computers do the rest”. learning that is stored and manipulated by technology, is key to understanding where Siemens is headed. In the long run, MOOCs need to evolve to the point where it is possible for those with a common interest to easily create their own open, online communities of practice. Siemens and Downes propound a disturbing quality to technology, one in which technology becomes an active participant in the learning process. Disclaimer: The views and opinions expressed by Tony Bates, and all other participants in this blog, are the individual's views and opinions and do not necessarily reflect the views and opinions of Contact North | Contact Nord. Without some basis of authority, or some guidance – the role of a teacher – then discussions aimed at increasing learning easily degenerate into swapping of opinions, and the ‘disruption’ that both you and I are seeking fails to materialise. It has to meet certain requirements or standards. Really? That seems to have a strong “luddite” ring to it. Instructional Designer In the wild west of education, today, with no pre-requisites, collecting credits still reigns, regardless of the format or how individuals participate and as long as the seat-time requirements are met.

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