CLMOOC: A Connected Learning Massive Open Online Collaboration
History
Kicking off in the summer 2013, educators from the
National Writing Project network designed and facilitated CLMOOC to support educators in playing with the design and learning framework of
Connected Learning. The Connected Learning framework supports learning as an interest-driven, production-centered activity in networked and peer-based communities and grew out of work of the John D. and Catherine T. MacArthur Foundation’s Digital Media and Learning Initiative.
CLMOOC was designed to be a connected learning experience itself—an openly networked, self-sponsored learning collaboration built on notions of a production-centered participatory culture.Through support from the John D. and Catherine T. MacArthur Foundation and as part of the
Educator Innovator, CLMOOC initially ran from 2013-2015 and involved thousands of teachers alongside
Educator Innovator partner organizations. It was designed as a massive open online collaboration rather than a course, as is typically meant by “MOOC” and its technological design and infrastructure were influenced by other connectivist, open, online opportunities in the larger field of cMOOCs (connectivist Massive Open Online Courses), such as
#change11,
#etmooc,
#DS106,
#rhizo.
#CLMOOC continues today at
CLMOOC: An open, collaborative, knowledge-building learning and sharing experience.
Read more about CLMOOC:
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- Making a MOOC: What we learned from CLMOOC (Collection, December 2013)
- Connections and Reflections from CLMOOC 2014 (Collection, August 2014)
- Leading a Make Cycle in CLMOOC (Resource, May 2015)
- In June, A Unique Chance for Educators to Renew, Remix, Reimagine at CLMOOC (Blog post, May 2015)
- Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC by Anna Smith, Stephanie West-Puckett, Christina Cantrill and Mia Zamora (Education Science, March 2016
- The Fallacies of Open: Participatory Design, Infrastructuring, and the Pursuit of Radical Possibility by Stephanie West-Puckett, University of Rhode Island; Anna Smith, Illinois State University; Christina Cantrill, National Writing Project; & Mia Zamora, Kean University (CITE Journal, 2018)
