Hybrid Pedagogy's MOOCification MOOCathon

Hybrid Pedagogy's MOOCification MOOCathon
Saturday, June 15, 2013 - 12:00am to 11:59pm

by Sean Michael Morris and Jesse Stommel

Hybrid Pedagogy, home to MOOC MOOC -- the MOOC about MOOCs -- is set to release another wild pedagogical experiment: a one-day, 24-hour MOOCathon aimed at what we call MOOCification.
MOOCification is really a kind of pillaging. You take what works about MOOCs, the best kinds of pedagogy they open up, and apply it to more traditional classes. Even on-ground classes can benefit from a networked, nodal learning experience.
In the article “A MOOC Is Not a Thing,” we define MOOCification this way:
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.
This course will explore how MOOC pedagogies can be applied in on-ground, hybrid, and online environments. We will be joined by MOOC MOOC alum, Janine DeBaise and Chris Friend, who have each worked MOOC-inspired pedagogies into their on-ground teaching.
Hybrid Pedagogy is not just an academic journal, it is a journal of praxis. Pedagogy -- its nature, practice, innovation -- is always the journal’s focus. But rather than simply talk about pedagogy, we prefer to tamper with it and try it out on every conceivable scale. In 2012, Hybrid Pedagogy brought you MOOC MOOC, Twitter vs. Zombies, Digital Writing Month, and THATCamp Hybrid Pedagogy. MOOC MOOC returned in January 2013, and set the stage for our next exploration into the world of MOOCs: the MOOCification MOOCathon. 
Sponsored by Instructure, the creators of the Canvas Learning Management System, and featuring on-ground components at InstructureCon 2013, the MOOCification MOOCathon will be a truly hybrid event. 
Here’s how it works:
  1. On June 15th at 12:00 a.m. Eastern time, the MOOC will open. But get this: that same day, at 11:59 p.m. Eastern time, the MOOC will close.
  2. On June 18th at 2:30 p.m. Eastern time, we’ll present an on-ground workshop at the Instructure conference. Simultaneously, new content will be released in the MOOCification MOOC so that those unable to attend on-ground will be able to follow along -- and participate using #moocmooc in the Twitter backchannel.
  3. On June 20 at 5:15 p.m. Eastern time, we’ll present a rapid-fire discussion of the MOOCification MOOCathon in a live-cast presentation streamed directly into the MOOC itself.
For more information, and to pre-register, go to MOOCMOOC.com, and follow @moocmooc, @jessifer, and @slamteacher on Twitter.


Yes, I will register ~ and recommend as necessary intel for elearning resistant colleagues after sussing it out a bit more ~ and am intrigued but also a trifle disturbed by some implied (and rather elitist) assumptions: everybody an academic or able to take a whole day off just any old time; no one will be from the wrong side of the digital divide. I am but have workaround experience. Plus, as a die-hard edupunk connectivist, I'm OK with taking what I can get/use/want/need and shrugging off frustration.


You raise important points as always. While this event is geared more toward teachers, it's really for anyone interested in creating learning experiences online. And, even though the MOOC itself will take place in a single day, it will have its tendrils in the days around it, offering lots of chance for pre-thinking, reflection, working at own pace, etc. As with MOOC MOOC, you can participate for 1 hour, 6 hours, 24 hours, or anything in between. We will try to flood you with workarounds but we're also hoping you'll keep helping us invent new ones.


Jess ~ I'm hoping (as ever) to round up some of the resistant because criticizing something you have no direct experience of or first hand information about makes no sense whatsoever to me.

I probably need a more tactful approach than telling them how dumb that is. What it really reminds me of is a 50s, high school debate topic of the Better to be Dead than Red or Red than Dead genre. Debate: should we recognize Red China? 

Don't assume that all teachers will have optimum access or be able to set aside a whole day. But seriously, isn't anybody interested in /committed to creating learning experiences (or even just educating by explaining them to others) a teacher even without an ID card or letter from the boss?


Yes, I was thinking very broadly when I talked about the course being designed for anyone interested in creating learning experiences online. My hope is that we can continue to create dialogues between teachers, administrators, learners, instructional designers, and corporations working with (and to create) educational technologies. One of the things I try to do in all of my classes is ask learners (myself included) to create their own learning experiences online -- to own their own educational spaces by doing their work (and building confidence to do their work) on an open blog, on Twitter, etc.

Really really agree with you about bringing the resistant. We want to create a platform for experimenting with these tools -- to think and talk from within the belly of the beast, so to speak. And, just as important to think about when not to use the tools -- when our technologies fail to create more inclusive educational spaces.