According to the literature on collaboration, connectivism, community-building, and adult and transformational learning theories, and guided by the philosophy of Freire (1970), who stressed that learning is a social act and that dialogue is the heart of education, ETMOOC was successful because it provided participants a community built on trust, challenge, self-direction, relevance, and passion.

Adult learning theory, as outlined by Lindeman and Knowles, is a social effort, and small group discussion is a key element. This can be applied to the informal learning and communities that developed as relationships grew and trust was earned within and throughout the ETMOOC experience.
The desire for control, flexibility, and feedback were all satisfied by the self-directed nature of the supportive communities that developed in ETMOOC. Mezirow’s (1978) transformative learning theory proposed that people’s perceptions can be changed through critical reflection on experiences, aided by rational discourse, which was accomplished through the encouragement of blog posts and other activities where our thinking and skills were constantly challenged. Taylor (2008) suggested three elements necessary in a transformational learning environment: “promoting inclusion (giving voice), promoting empowerment (belongingness and equity as a cultural member), and learning to negotiate effectively between and across cultures” (p. 9). Through community, discussion, reflection, and meaning-making, ETMOOC provided safe settings for these transformational and relevant social interactions to occur–whether in Google+, Twitter, chats, and/or blogs. According to Wenger (2006) “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (para. 2). Communities of practice provide an approach to adult learning that focuses on people and on social structures that enable them to learn with and from each other (Wenger, 2006, p. 4).

ETMOOC provided the social structure for participants to learn with and from each other.

After writing this rather scholarly reflection (had to get it out of my system), it occurred to me that I didn’t mention what was actually learned–Educational Technology and Media. Maybe I didn’t mention the awesome sessions presented and archived, the tools I experimented with, or the topics explored because I have already blogged about many of them. Perhaps, I didn’t mention them because it was actually the experience that was most important to me–conceived of and directed by the awe-inspiring, Lead Learner, Alec Couros, his talented and creative conspirators, and all of the wonderful, thoughful, and supportive participants I have met in the unbelievably inspiring and unforgettable journey called ETMOOC. So, my wish for everyone was best summed up by Alan Levine in the last ETMOOC session: