This document discusses MOOCs (Massive Open Online Courses) and their potential for interaction and dynamic discussion. It summarizes findings from MOOC MOOC, a MOOC about MOOCs, which had over 600 participants in its first iteration and over 1000 in its second. MOOC MOOC demonstrated high levels of interaction on Twitter, with over 6000 unique visitors to the course site and nearly 7000 tweets with the #moocmooc hashtag. The document also defines "MOOCification" as harnessing the power of a network for learning by relying on nodes within the network to power an assignment or activity, rather than structuring the entire course. It poses questions about how MOOCs

1. Digital Pedagogy and MOOCification
Jesse Stommel (@Jessifer) and Sean Michael Morris (@slamteacher)
NITLE Shared Academics Seminar - February 26, 2013
[image by Kevin Dooley]

2. http://bit.ly/moocification
hashtags: #moocmooc #NITLE

6. Some critics of MOOCs hold that these massive courses cannot possibly be interactive, and
certainly not at the level of the traditional classroom. Because of the sheer number of
participants, facilitators can indeed be hard-put to set the table for meaningful discussion and
collaboration. However, as analytics from MOOC MOOC demonstrate, interaction is not only
possible, it has the potential to be far more dynamic in MOOCs than in on-ground courses.

7. MOOC MOOC ran in August 2012 with over 600 registered participants and
again in January 2013 with over 1000 registered participants. During the first
iteration of the week-long MOOC MOOC, there were over 6000 unique
visitors to the course and almost 7000 tweets on the #moocmooc hashtag.
“Analytics and #moocmooc” by Sheila MacNeill
An interactive graphic representation of #moocmooc Twitter participation by Martin Hawksey
Analysing threaded Twitter discussions from large archives using NodeXL by Martin Hawksey
#moocmooc tagged twitter posts for first six days of MOOC MOOC by Andrew Staroscik
Curated archive of blog posts, articles, and videos from MOOC MOOC

9. 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.

10. Questions:
1. How do MOOCs disrupt the traditional curriculums, economies, and power
dynamics of higher ed.?
2. How do we measure success within a MOOC?
3. What are the various pedagogies of MOOCs (play, experimentation, active
learning)? Can these pedagogies be equally effective in various disciplines
(humanities, sciences)?
4. How do we build community within and between MOOCs? And how do we make
connections between online and in-person, formal and informal, learning
communities?
5. How can we leverage the pedagogies and community-building aspects of MOOCs
for use in our small-format on-ground or online courses?

11. http://bit.ly/mooclab
hashtags: #moocmooc #NITLE