Some really interesting discussion happening in this post! Literacy barriers aside, it seems to me that some extra support—such as goal-setting activities—could help less self-directed learners to find their feet when learning in this way.
After reading Jenny and Carmen’s paper on Connectivism and Dimensions on Individual experience and now Heli’s post, I would like to reflect on what those three theories mean under Networked Learning and Connectivism, with a particular focus on the five factors and Autonomy. Heli has wonderfully posted the juxtaposition of the three theories in her post.
Here Carmen and Jenny provides a wonderful framework upon which Connectivism could be expanded – to include the psychological elements, superimposed on autonomy, connectedness, diversity, and openness as the key components of connectivism conducive to (or required for) learning in networks (Stephen Downes).
“While there have been calls for more or different efforts on the part of MOOC facilitators (Dron, 2011), the psychological insight brought by contemporary personality theory and self-determination theory suggests that the manipulation or envisioned refinement of MOOC environments and processes may be moot, or certainly less effective…
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