Because we might be soon involved in organizing elearning courses related to E & T at work (Office of Innovation and Improvement of the Basque Department of Education) and I believe in OERs and dialogical learning, I am so curious about etmooc…
… I’d like to know:
- why The Conspirators first decided to cooperate and set this #etmooc (thank you very much!),
- which their expectations are,
- how long it took to get #etmooc ready,
- how the conspirators make decisions (topics & schedule, why not LMSs… ),
- which problems they encountered and still find and how they deal with them,
- which tools they use to cooperate, which timetables, which methods… ,
- how they shape content in etmooc.org (Dynamic guide, Orientation… ),
- who supports #etmooc economically (wages for all the invested time, Blackboard Collaborate),
- how are conspirators going to assess the mooc itself and the performance of the people taking part other than by means of their self-assessment,
- how are they going to draw conclusions,
- …
So as to add to the list above and following Brown and Renshaw [1] one of my biggest questions right now might be:
how “hybridization is achieved in juxtaposing alternatives by drawing on and revoicing multiple times, spaces, and authors.”
because right now I feel chronotopes around me are
“contesting” instead of “hybridizing”
as they should be.
My main obstacle is finding time to read others’ blogs, twits, g+ messages… Thus, my small network (dear all, I hope to interact with you soon) has been built totally at random… Maybe if I wrote less here…
I’ll keep on trying. In the meantime, I’d like to share some of the scaffolds I’m using to build my chronotope, a timeline and a pearltree: