This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.
Open courses offer a new method of learning that wasn’t possible previously. However, there distributed nature and the different level of engagement from learners and educators, means they are not simply standard courses made open. In this article the authors investigate support structures and learner behaviour in one of these large scale open courses. As an emerging area of practice, this type of article is important in shaping how such new forms of offering are structured.