What is MOOC open learning

Massive Open Online Courses - open learning online

Massive Open Online Courses (MOOCs) network learners in open online courses and enable self-directed learning. This .blitz introduces the principle of learning through networking and discusses the potential for companies and institutions.

Quote as: Moskaliuk, J. (2012). Massive Open Online Courses - open learning online. knowledge.blitz (77). https://wissensdialoge.de/moocs

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Learning through networking

Massive Open Online Courses (MOOCs) are free, freely accessible online courses with often a large number of participants. The goal is there
networking among the learners and the creation of a learning community. On the basis of a course plan with specified
The participants familiarize themselves with the topic themselves. For this purpose, content available online is mostly used, which is provided or recommended by the course provider. The participants can comment on, discuss and develop the content. The technical basis for the exchange between the learners are tools in Web 2.0 such as blogs, video platforms, podcasts or wikis. The participants can decide for themselves how they want to participate and whether they want to
create your own content. The principle of learning through networking not only applies to the participants, but also to the content that
linked, changed and further developed.

MOOCs in Germany - two case studies
- The first major open courses in Germany were the OPCO11 and OPCO12 on the subject of the future of learning and trends in e-teaching. The courses were organized by the University of Frankfurt, among others. http://www.opco12.de

- The first MOOC with a blended learning concept in Germany was # ocwl11 on the subject of organizational learning and knowledge management. The course, supported by wissensdialoge.de, combined a seminar at the University of Tübingen with an open online course.http: //ocwl11.wissensdialoge.de

Active learning - four principles

A MOOC lives from the active participation of the participants. Instead of just receiving them, they become active contributors.
As part of this connectivist learning concept, four activities of the learners can be described in a MOOC:
• Orientation (aggregates):
The learners get an overview of the content offered and decide what is relevant for them. Instead of
fixed guidelines on what to learn, the focus is on the interests of the individual learner.
• Arrange (Remix): The learners structure the topic for themselves and look for points of contact to their own prior knowledge. In addition, the relevance of the new knowledge for one's own (working) everyday life is checked.
• Contribute (Repurpose): The learners become active themselves and participate e.g. B. with comments on a discussion in a blog or write your own posts on the topic.
• Share (Feed Forward): The learners share their own contributions with others. In this way, new content is disseminated in the learning community and can stimulate other learners to think of their own.

MOOCs as a model for learning in the workplace

Up until now, universities or public institutions have generally been providers of MOOCs in the field of training and further education. Since the courses are usually offered free of charge, they offer companies an efficient way of actively helping to shape the transfer of knowledge between universities and companies. If employees take part in MOOCs, companies benefit twice: On the one hand, the providers of MOOCs usually carefully filter and prepare the course content. The participants are provided with freely available and up-to-date information. On the other hand, companies can present themselves through active participation in a MOOC (for example by commenting on contributions or providing content) and make a name for themselves with central topics.
In the next step, companies can also become providers of MOOCs. Departmental or even cross-company learning in the workplace has great potential for innovation, especially when learning content is not (yet) defined by curricula, guidelines and instructions. In terms of a connectivist learning concept, the constant exchange between the individual employees and the creation of a learning community is a key success factor for learning and education.
The principle of learning through networking thus becomes a model for learning in the workplace.

References: McAuley, A., Stewart, A., Siemens, G. & Cormier, D. (2010). The MOOC Model for Digital Practice.
Available online at: www.elearnspace.org/Articles/MOOC_Final.pdf

Quote as: Moskaliuk, J. (2012). Massive Open Online Courses - open learning online. knowledge.blitz (77). https://wissensdialoge.de/moocs