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sMOOC roles
1. Teachers team
A non-formal, free course cannot rely heavily on teacher time and presence.
Teacher participation in the course needs to be very well thought through a bit here
and there, strategically but in a massive course participants cannot have the
expectation of interacting directly with teachers or seeing a lot of presence on their
part.
Learning support cannot be assured through direct and ongoing teacher
intervention, nor through direct and systematic intervention of the facilitators. It has
to rest on the documentation and resources provided, on strategically scheduled
communications from the teacher and on an active and engaged learning community,
through collaboration, dialogue, peer feedback and active engagement from
participants in the learning process, making it also a community of practice.
Teacher/teaching presence is created through the Learning Guide, the detailed
instructions for the tasks, some resources (video and/or audio presentations) and a
weekly feedback message, based on the information prepared by the facilitators
team.
2. Facilitators Team
A small team of volunteers (Masters and/or PhD students, enthusiasts, etc.)
should be recruited in order to collaborate with the teacher or teachers leading the
course. This support team will gather information that may be relevant to better run
the course and substantiate the teachers weekly feedback, act as community
facilitators, monitor social or information networks for course related content and
help out in setting and deploying the synchronous sessions, polls, peer assessment and
other tasks considered necessary.
3. Participant/Learner
Because MOOCs are not formal learning, we need to accept that there will be
very different motivations, that people will work many different hours, put in different
levels of effort, etc. We also need to be aware that there will be times when people
wont find the time to keep up with the course (family, work, etc.).
2
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