Some critics of MOOCs hold that these massive courses cannot possibly be interactive, and certainly not at the level of the traditional classroom. Because of the sheer number of participants, facilitators can indeed be hard-put to set the table for meaningful discussion and collaboration. However, as analytics from MOOC MOOC demonstrate, interaction is not only possible, it has the potential to be far more dynamic in MOOCs than in on-ground courses.
MOOCification: to harness (in an instant) the power of a nodal network for learning. Rather than creating a course to structure a network, MOOCification relies on nodes to power a learning activity (or assignment). MOOCification also refers to a pedagogical approach inspired by MOOCs that is unleashed in an otherwise closed or small-format course.
Questions: 1. How do MOOCs disrupt the traditional curriculums, economies, and power dynamics of higher ed.? 2. How do we measure success within a MOOC? 3. What are the various pedagogies of MOOCs (play, experimentation, active learning)? Can these pedagogies be equally effective in various disciplines (humanities, sciences)? 4. How do we build community within and between MOOCs? And how do we make connections between online and in-person, formal and informal, learning communities? 5. How can we leverage the pedagogies and community-building aspects of MOOCs for use in our small-format on-ground or online courses?