Just when you thought things were getting a bit confusing with xMOOCs, cMOOCs, miniMOOCs, POOCs, etc – it seems we now have various extremes existing within each of these classifications. In the cMOOC world, there are now those that argue there really is little difference between xMOOCs and cMOOCs and we should just call them all MOOCs. On the other end of the spectrum are those that say cMOOCs are so different from xMOOCs that they should be called something different, like “Connected Courses.”
As I blogged about recently, there really is a difference between xMOOCs and cMOOCs, and those that want to combine the two are really missing how they are running an xMOOC with social aspects added. When you still retain control over most of what is going on through curration or guidance or whatever you call it, you have an xMOOC.
Those that want to call cMOOCs something else are on the right track. However, I think the term “Connected Course” sounds cool but ends up being a bit problematic. Technically, it means the courses themselves are connected and not the learners. But also, if you Google “Connected Courses,” you find the term has already been in use for a while in many sectors. It usually seems to refer to courses that are aligned across content areas (that is where I first heard the term as an 8th grade teacher) or to a series of prerequisite courses that have to be taken in a specific order.
Also, as George Siemens as pointed out, whether or not these things are “courses” is also arguable.
But the conversation looks to be interesting, so I will be joining the Connected Courses MOOC to see what conversation arises. I might even try to actually finish a MOOC for the first time :)
(Don’t tell the LINK Lab I admitted that)
Probably the most accurate term for cMOOCs is “Connected Learning Open Events” – but CLOE just seems as problematic as (just)MOOC or cMOOC or Connect Course. Set up your POSSE and round up your PLE to jump into a CLOE. Yeah, that will never catch on.
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.