The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Cour... - 7 views
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highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools
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Although formal attendance seemed to be the main driver for completing assignments and the course, the main reason for not completing the course was a lack of time
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Learners, in the absence of a stronger motivation, attend only partially
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The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
Problematic study of CCK08 -- sample size was way too small, would have been more interesting to examine ways in which instructor choices of tools influenced student tool use -- choices are exclusive, so can't put "confusing" and "overwhelming" at the same time.
MOOCing a nation in motion - 4 views
Engaging Students with Engaging Tools (EDUCAUSE Quarterly) | EDUCAUSE - 2 views
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1569 reads
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10000 reads
Neuro-tweets: #hashtagging the brain - Research - University of Cambridge - 4 views
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human brain networks represent a balance between high efficiency of information transfer and low connection cost
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Members of the audience and other Twitter users were asked to tweet during the lecture about the concepts that were being discussed, using the hashtag #csftwitterbrain. At the end of the talk Professor Bullmore displayed the resulting image showing the interconnectivity of the hashtagged tweets, and explained how Twitter networks can be compared to the human brain network.
“We found that the #twitterbrain network was somewhat like the brain network in being small-world and modular with highly connected hub nodes; however the brain network was more clustered and less efficient than the twitter network. So at first sight there were some points in common and some points of difference between these two information processing networks.”
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“It has been intriguing to see the spectacle of watching the twitter network grow or evolve over the course of several days. And I have learnt a lot about the power of new media to engage and communicate, and the potential scientific value of using Twitter to map and measure social networks.”
Building your first node.js app - Part 1: Installing node on Windows 7 | explosive web ... - 0 views
The Philosophy of Edtech Loose Constructionism | TechTicker - 5 views
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The view that experimentation is bad; that mistakes are a pox to be ashamed of, rather than opportunities for learning and re-evaluation; that unique approaches are a thing to be scoffed at – these are all shortsighted views that need to be cut out from the root.
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Subverting the dominant paradigm should be job one for educators anyway.
elearnspace › The Problem with Literature Reviews - 6 views
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a literature review is a controlling, heritage-preserving system
Connectivism - 5 views
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What would learning look like if we developed it from the world view of connections?
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Learners will create and innovate if they can express ideas and concepts in their own spaces and through their own expertise
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Technology and Restoration of Voice | TechTicker - 5 views
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A colleague in the faculty is currently researching the opportunities that use of asynchronous discussion forums can offer to leveling the playing field, and providing more equitable opportunities for people to share their thoughts. From what I’ve heard, the results so far are exceptionally promising.
Higher education curricula not keeping pace with societal, tech changes - 3 views
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"Students in a global community, whether they are from Central America, Europe, Africa, Asia, or the United States, will face similar challenges; however the historical and social context surrounding solutions to such challenges necessarily differ," Laubichler says. "Our students will increasingly have the means to talk directly with each other in real time, and through such interactive forums, develop the intellectual tools to understand and address the complexity before them, in every human endeavor"
Reflections on open courses « Connectivism - 4 views
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In education, content can easily be produced (it’s important but has limited economic value). Lectures also have limited value (easy to record and to duplicate). Teaching – as done in most universities – can be duplicated. Learning, on the other hand, can’t be duplicated. Learning is personal, it has to occur one learner at a time. The support needed for learners to learn is a critical value point.
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Excellent insight! -
Here's the key: if what we are typically doing in our classrooms can be easily duplicated, then it has lost its value in both the wider economy and in the educational ecosystem. We university professors must redefine the way we add value to our students' personal learning networks.
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Learning, however, requires a human, social element: both peer-based and through interaction with subject area experts
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Content is readily duplicated, reducing its value economically. It is still critical for learning – all fields have core elements that learners must master before they can advance (research in expertise supports this notion).
- Teaching can be duplicated (lectures can be recorded, Elluminate or similar webconferencing system can bring people from around the world into a class). Assisting learners in the learning process, correcting misconceptions (see Private Universe), and providing social support and brokering introductions to other people and ideas in the discipline is critical.
- Accreditation is a value statement – it is required when people don’t know each other. Content was the first area of focus in open education. Teaching (i.e. MOOCs) are the second. Accreditation will be next, but, before progress can be made, profile, identity, and peer-rating systems will need to improve dramatically. The underlying trust mechanism on which accreditation is based cannot yet be duplicated in open spaces (at least, it can’t be duplicated to such a degree that people who do not know each other will trust the mediating agent of open accreditation) - ...6 more annotations...
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