Connectivism Course (CCK08)


-The paying segment of students (24) were from the University of Manitoba. Non-paying participants numbered at about 2200. Participants were world wide, mostly English and Spanish speaking (Spanish speakers did their own translation); from higher education and industry. 
How does the dynamic change when participants come from such varied backgrounds?
-The course was created in a “distributed environment”, via a wiki, blogs, a moodle, an elluminate environment, a newsletter, wordle summaries and google groups. 
What are the advantages of a distributed environment? The disadvantages?
-Participants were attracted the course through limited, but well placed advertisements, the connection to the University of Manitoba. More diverse groups (ie. Spanish speakers) were able to participate because students were encouraged to create their own materials. Also, because of the large amount of content participants were encouraged to “sample” those things that they were drawn to, allowing each participants to create his own unique perspective. 
Does this ‘fragmenting’ add to inquiry or draw people away from each other as they have less and less common experience?
-CCK08 is somewhat different from many other OER formats because instead of creating content instructors instead created a framework that brought in already existing content, encouraging participants to contribute and contributing some content themselves as needed. 
There is a lot of content already out there, and creating new content for every course is time consuming. Does it make more sense to pull from other sources? To modify as necessary? Or to make your own?
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