In our connectivist courses there' always this 'pull' back toward traditional academia, and often what we are doing is interpreted through that lens. I'd much rather think of it more widely. Like Marc LeBlanc's "Eight kinds of fun":
"Playing the game is a sensation (finding pleasure in learning), fantasy (it’s make believe), narrative (the world has an unfolding story), challenge (there’s always something to overcome), fellowship (the game provides a social framework), discovery (living the game is unchartered territory), expression (the game gives kids a soap box) and submission (passing time)."
If a MOOC provides these eight dimensions of fun, then it has been successful. But if it falls back onto traditional ways of thinking and values - "about text and sharing links about knowledge" - then they are failing to live up to their potential. I will always support the playing of games, of immersive activities, or building robots, to support learning, and I'd like to see MOOCs become more like games - and more like (as Dave Cormier says) drumming circles, and less like college and university courses.
"Playing the game is a sensation (finding pleasure in learning), fantasy (it’s make believe), narrative (the world has an unfolding story), challenge (there’s always something to overcome), fellowship (the game provides a social framework), discovery (living the game is unchartered territory), expression (the game gives kids a soap box) and submission (passing time)."
If a MOOC provides these eight dimensions of fun, then it has been successful. But if it falls back onto traditional ways of thinking and values - "about text and sharing links about knowledge" - then they are failing to live up to their potential. I will always support the playing of games, of immersive activities, or building robots, to support learning, and I'd like to see MOOCs become more like games - and more like (as Dave Cormier says) drumming circles, and less like college and university courses.
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