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154] Digital Media and Storytelling in Higher Education and Creative Commons licenses. In the third week, voiceover recording and video editing skills are brought into focus. In the last week, participants learn about publishing a digital story online and eventually share and discuss their experiences about DST. The detailed course description is not public and can only be read after registration. The background material for the course is on Robin’s website along with other pieces of useful information useful for students. The website provides a detailed list of Web 2.0 tools and channels for the method (e.g., blogs, podcasts, wikis, and apps), as well as a collection of digital stories that can be searched based on thematic categories. The website also aids in the planning of the teaching-learning process, summarizing assessment criteria, copyright knowledge, and presenting e-books and guides on the method. Videos and texts can be viewed during the course, but there is also a discussion forum and the opportunity to work in pairs, with participants being able to receive feedback on their individual performance. The members ofthe learning community do the coursework individually, and co-thinking only takes place in the fifth week. However, the feedback is continuous as the curriculum also includes quiz questions, and participants receive individual assessment of their subtasks from week to week. In addition to traditional content-organized courses, more interactive forms of MOOCs have emerged that support personal contact with the course leader, with the learning process based more on the communication between students. CMOOCs reflect a connectivist learning model and implement a creative, cooperative and interactive approach in the learning community. Educators make themselves more available and regular task sharing among students is a common practice. As facilitators, they are responsible for students who are experiencing difficulties in the course, and provide advice and public reflection on coursework in addition to moderating comments. Instead of publishing and retrieving pre-compiled content at a single point in time, the focus of such courses is on producing and combining content. Facilitators connect participants to other students, encouraging the shared construction of knowledge together in a cooperative way through problem-solving tasks. This dynamic form of community learning allows for creative collaboration beyond the reception of written, audio and audiovisual content. Such MOOCs take advantage of a variety of online platforms, such as learning support frameworks, online virtual classrooms on the Second Life platform, blogs, and social media interfaces. During the process, students can publish their partial learning outcomes which they receive from their peers, who also share their work with others. In cCMOOCs, students also have the opportunity to become better acquainted with one another and learn about the community. The DST course offered by Coursera is just in one of many; however, the project entitled ds106 builds all of its CMOOCs on a single DST-concept.* % http://ds106.us/
