[This is my abstract for OER13]
Two thousand and twelve was the year of the Massive Open Online Course (MOOC) (Creelman 2012). The MOOC has become a complex phenomenon leaving aspiring designers and conveners with many questions and decisions to make. Speaking loosely, observers notice two broad categories of MOOC. cMOOCs are the earlier form, based on connectivist learning principles (Siemens 2005). xMOOCs are the more recent phenomenon described by some as monstrous (Siemens 2012) and attracting upwards of 150,000 participants. As Peter Sloep (2012) has commented, the key difference between the different types of MOOC is one of underlying beliefs, which will inevitably affect the learning experience and learning itself.
Here, we explore the beliefs underlying one of the UK’s early MOOCs: First Steps in Learning and Teaching in Higher Education (FSLT).
We do this not to assert predominance but because one of these beliefs is that teachers should make their perspectives explicit. Theoretical underpinnings must be able to be tested: to be falsifiable (Popper 1996). Continue reading