Massive Open Online Courses (MOOCs) are new forms of teaching and learning that have attracted a lot of media attention in the last years. MOOCs radically challenge the established structure of higher education since they allow everyone to learn what they want, when they want it and how they want it, independent from any institute or fixed location. Generally the basic assumption behind these new forms of online education is that education primarily involves knowledge transfer or knowledge construction, and that the learning process has to be efficient and productive. Apart from sharing knowledge and information, and making it accessible for everyone, art education also involves the educational experience of exposure with certain forms of curiosity, imagination and materiality. The creation of a space of exposure and exposition is what constitutes the core of the artistic educational practice. Bearing this point in mind, we explore how to introduce artistic elements into a MOOC. Our starting point is thus to find out how screen-learning can foster educational experiences of exposure and exposition. In short, we explore how (and whether) we can turn the screen into a space that makes us think with eyes and hands. We want to open up the artistic potentiality of screen-based learning by highlighting the b-(‘bildende’) site of the MOOC (b-MOOC). We focus on the results of the first phase of our b-MOOC-project, which includes (a) an inventory of elementary building blocks and navigational vectors of e-courses and (b) digital traces of an artistic voyage of students and lecturers in Visual Arts by means of online peer instructions. Instead of looking for a compromise between the findings of (a) and (b), we try out the possibility of moving between these two. Our hypothesis is that this art-project allows us to translate ‘elementary particles’ of a course from a programming language into a common language.

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