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Код Задачи Пакеты Проекты Релизы Вики Активность

Updated 2000-01-03-resources.markdown

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P2PU, [How We Made The Mechanical MOOC - Freerange Learning With a Mechanical Guide](http://reports.p2pu.org/mooc-maker/) P2PU, [How We Made The Mechanical MOOC - Freerange Learning With a Mechanical Guide](http://reports.p2pu.org/mooc-maker/)
## What Does Collaborative Content Creation Look Like?
<script async class="speakerdeck-embed" data-id="42f67230b04c013014cf1ec0fc3df86a" data-ratio="1.33333333333333" src="//speakerdeck.com/assets/embed.js"></script>
This slide deck walks through how to design activities for learners to create the content with each other. Folks were asked to design community-centered websites based on their interests. [Check out all the awesome wireframes folks made!](https://www.flickr.com/photos/mozzadrella/sets/72157633955642570/)
## Content is the Residue between Learners ## Content is the Residue between Learners
>In other words, the Internet Course, and ds106 before it, were not designed around pre-determined content, often packaged as textbooks (so much of the open education movement is still premised on this idea of the authoritative text), but rather on an open educational experience. For example, in ds106 students could choose from a series of assignments, create their own, and navigate a series of resources other shared, etc. But that wasn’t a text in any strict sense, content as a concept was far more elastic and slippery that this hulking, unmoveable metaphor of insfrastrucutre. It was constantly negotiable, remixable, and fluid in its relevance. In the Internet Course there is no pre-exisiting syllabus or readings, rather the students in the course immediately start brainstorming a set of topics and then start researching and reinforcing what was what. Content plays a crucial role, no doubt, but it’s not predetermined or pre-existing in it’s layout like this idea of infrastructure. >In other words, the Internet Course, and ds106 before it, were not designed around pre-determined content, often packaged as textbooks (so much of the open education movement is still premised on this idea of the authoritative text), but rather on an open educational experience. For example, in ds106 students could choose from a series of assignments, create their own, and navigate a series of resources other shared, etc. But that wasn’t a text in any strict sense, content as a concept was far more elastic and slippery that this hulking, unmoveable metaphor of insfrastrucutre. It was constantly negotiable, remixable, and fluid in its relevance. In the Internet Course there is no pre-exisiting syllabus or readings, rather the students in the course immediately start brainstorming a set of topics and then start researching and reinforcing what was what. Content plays a crucial role, no doubt, but it’s not predetermined or pre-existing in it’s layout like this idea of infrastructure.
Jim Groom, [Is Content Infrastructure or the Residue of Social Learning?](http://bavatuesdays.com/is-content-infrastructure-or-the-residue-of-social-learning/) Jim Groom, [Is Content Infrastructure or the Residue of Social Learning?](http://bavatuesdays.com/is-content-infrastructure-or-the-residue-of-social-learning/)
## How to Build Learning Communities Online
<script async class="speakerdeck-embed" data-id="d35b1b30c28f01314e2606393c0335dc" data-ratio="1.77777777777778" src="//speakerdeck.com/assets/embed.js"></script>
P2PU, [Presentation for FEMTECHNET](https://speakerdeck.com/mozzadrella/how-to-build-learning-communities-online#)