Alan Levine’s comment also needs to be kept for posterity:

I so appreciate the framing of this history for the oMOOC (Original) as "courses of lectures" which seems not focused on the lectures but the discussions generated. And thanks for the mention of the ds106 assignment bank (a concept I seem to suggest in every project) but I must make a small historical credit. Grant Potter was definitely part of the foundation, but his great contribution was DS106 Radio. The person who credit for the Assignment Bank must go to is Martha Burtis who did this and more for co-creating DS106, but she's often invisible in the Shadow of Groom. I did the archeology on the Assignment Bank history: http://cogdogblog.com/2016/10/ds106-history-details/ I dream that someone would fund you to roll out the model described, maybe it's a dMOOC (Downsian) not that it would likely overtake the xMOOC Hype Train (which all its is shiny conductors have jumped off the train, i just keeps rolling through burgs like EdSurge).

In some ways, the strongest indictment of the MOOC hype.

That sure is one way to put it. Same expectation for #NGDLE?

Sounds like MOOCs have been part of his role, at least in UT’s collaboration with edX. Which brings an interesting context to the piece, especially in view of what we might call “the end of the MOOC moment”.

This puts MOOC hype in perspective, including the Matthew Effect.

Which might help. It could also force unwarranted comparisons.

Timely. Sent it to a few people, already, as it connects with several discussions we’ve been having on neocolonialism in EdTech, including the content side of Open Education (OER). Some of it reminds me of Crissinger’s critical take on OER, based on her experience with Open Access.

Was this before @judell joined @hypothes_is?

Intéressant, de la part d’un des pionniers des cMOOC.