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Wisdom is not the product of schooling but the lifelong attempt to acquire it.

- Albert Einstein

Rich Landscapes of Learning (including MOOCs) — a Perspective from the Learning Sciences
Gerhard Fischer Center for LifeLong Learning & Design (L3D), Department of Computer Science and Institute of Cognitive Science, University of Colorado, Boulder

EMOOCs Meeting, Lausanne, February 2014
Gerhard Fischer 1 EMOOCs, 2014

My Background: ! Center for LifeLong Learning & Design (L3D) — founded in 1993 ! one of our objectives: to create socio-technical environments in which people want to learn rather than have to learn Gerhard Fischer 2 EMOOCs. 2014 .

2014 .The Envisionment and Discovery Collaboratory (EDC) Gerhard Fischer 3 EMOOCs.

technology perspectives (platforms supporting large number of students in online environments. automatic grading. productivity. …….) ! our/my research objective: to create a learning science perspective by putting MOOCs into a larger context with other approaches to learning and education . 2014 . being “free”) and . (1971) “Deschooling Society”) outlining educational systems that o provide all who want to learn with access to available resources at any time in their lives o empower all who want to share what they know to find those who want to learn it from them o furnish all who want to present an issue to the public with the opportunity to make their challenge known Gerhard Fischer 4 EMOOCs. peer-to-peer learning support.economic perspectives (scalability.. I.inspiration: Learning Webs from Ivan Illich (chapter 6 in: Illich.Frames of References for MOOCs ! many of the reflections about MOOCs are based on . enrichment components such as forums.

Rich Landscapes of Learning why what ! ! ! ! ! solve a problem ! pass a test ! interest and passion core competencies basic skills powerful tools personally meaningful topics who ! ! ! ! beginner intermediate student worker multi-dimensional aspects of learning when where ! ! ! ! how ! instructionist ! problem-based ! self-directed with whom ! indidual ! communities ! cultures of participation ! school ! lifelong learning ! on demand formal institutions informal environments face-to-face online Gerhard Fischer 5 EMOOCs. 2014 .

2014 .Specific Dimensions Gerhard Fischer 6 EMOOCs.

Learning About versus Learning to Be ! learning about: . a physicist.claim: “learning to be” is facilitated by letting learners engage with communities Gerhard Fischer 7 EMOOCs.) ! learning to be: . Physics 101.not teaching about mathematics. a “Wikipedian. learners getting introduced to domains of knowledge that are new to them.in our Center for Lifelong Learning & Design (L3D): o Undergraduate Research Apprenticeship Program o horizontal and vertical integration . e. etc.g. or design " but: what it means to be a mathematician. or a surfer .g. and skills .claim: MOOCs can be effective and are often well suited for “learning about” (e. a designer. Design 101. Math 101.. facts.. 2014 .” a skier. physics.focused on the accumulation of intellectual capital realized in a curriculum .stresses the communication of culturally central theories.

a “correct. learner = f{context} Gerhard Fischer 8 EMOOCs.teacher.the answer to the problems discussed in courses exists .the core challenge is “for learners to learn what the teacher knows” ! learning when the answer is not known . 2014 .the answer is known by the teacher .domains: wicked. learner ! f{person} " teacher. final answer” does not exist .Learning When the Answer is Known versus Learning When the Answer is Not Known ! learning when the answer is known . ill-defined design problems (specifically design problems) .domains: existing knowledge in different disciplines (specifically in the natural sciences) .all participants engage in collaborative knowledge construction .

superstars are promoted member of a community of learners Gerhard Fischer 9 EMOOCs. intrinsic motivation role of teachers: “sage on the stage”. information. Active Collaborative Learning MOOCs SDACLs massive (scaling up to very large numbers is personal interactions are best facilitated with possible and supported) small numbers of participants open for learners as consumers online with global reach pre-planned: designers create course content. and support resources well before any learner arrives in a course (courses are fixed) learning about learning when the answer is known knowledge transmission emphasis and focus is on teaching. Design-Based. interaction. covering content open for learners as active contributors face-to-face with local participation situated: real-time modifications of learning resources and social suggestions (environments are seeds evolving by active learner participation) learning to be learning when the answer is not known collaborative knowledge construction emphasis and focus is on self-directed learning.MOOCS versus Self-Directed. curriculum. provide role of teachers: “guide on the side”. 2014 . passion.

teaching a class in a residential university with more than 100.. 150 or 200 students is not fundamentally different from a MOOC . 2014 .My Personal Interest ! to create arguments grounded in the sciences theories for the respective contributions of .core competencies of residential. research=based universities ! basic assumptions . Gerhard Fischer 10 EMOOCs.……………………………………. open educational resources) .online learning (MOOCs.

peer-to-peer learning. fostering enculturation Gerhard Fischer 11 EMOOCs. student as active contributors. horizontal integration. self-directed learning activities ! Courses-as Seeds — “flipped classroom”. transcending the information given ! Learning-on-Demand — allowing and motivating learners to engage in authentic. Research-Based Universities (complementing MOOCs) ! Cultures of Participation — migrating from passive consumers to active contributors ! Meta-Design — fostering and supporting active knowledge construction. vertical integration. self assessment ! Undergraduate Research Apprenticeship — “learning to be”. peer assessment.Our Research Agenda to Focus on the Core Competencies of Residential. 2014 .