The first course carrying the name MOOC was offered in 2008, so this is new phenomenon. Second, the
pedagogical style of the early courses, which we shall call cMOOCs, was based on a philosophy of connectivism and networking. This is quite distinct from
the xMOOCs now being developed by elite US institutions that follow a more behaviourist approach. Third, the few academic studies of MOOCs are about the
earlier offerings because there has been no time for systematic research on the crop of 2012 xMOOCs. Analysis of the latter has to be based on a large
volume of press articles and blogs. Fourth, commentary on MOOCs includes thinly disguised promotional material by commercial interests (e.g. Koller, 2012)
and articles by practitioners whose perspective is their own MOOC courses.
Group items matching
in title, tags, annotations or urlMaking Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel | Journal of Interactive Media in Education - 0 views
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The term MOOC originated in Canada. Dave Cormier and Bryan Alexander coined the acronym to describe an open online course at the University of Manitoba designed by George Siemens and Stephen Downes. The course, Connectivism and Connective Knowledge, was presented to 25 fee-paying students on campus and 2,300 other students from the general public who took the online class free of charge (Wikipedia, 2012a).
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Can xMOOCs make money?
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Fearless Writing (a book by Tom Romano) - 2 views
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This link will take you to the opening chapter of Tom Romano's latest book about multi-genre papers. Romano has been working on this concept for close to two decades. It branches off Gardner's work on multiple intelligences, which Samantha wrote about on the Module 1 discussion board. I believe that we need to rethink what an academic paper "should" look like. Are we teaching an outdated model?
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Rhonda, I started reading Fearless Writing with this link you provided and if I had nothing else to do today I would curl up and just read it. This is a topic that I have been thinking about whie taking these ETAP classes that there needs to be a paradigm shift in letting people just write. As a writer, of sorts at least I have published a book, I write best with editing a thousand times as the writing becomes better targeted. However, one can notice in our online discussions how some students do not write much, or do not write from the soul of self, the creativity with the science and theories to figure out how to remember and apply what we learn. During the years I was writing my book, I discovered that when I played the piano or figured out some 1700 Spanish classical guitar piece..I could write easily. It was like food for the writing. Now days I have that music in my head whenever write like right now there's a tune being built with the pace of tapping the keys. This process is what we need to let flourish when student have their dance of art, music, and other types of deigns in the Mind that form pathways to help us learn.
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Thanks for the comment. I haven't done much with multigenre papers since getting the teacher certification, but I do think it's an area that needs more exploring. Romano focuses mostly on the high school population but I see no reason why these ideas can't be pulled up into an expository writing course. Yes, college students need to know how to do the basic research, citation, and so on, but they also need to know how to CREATE, how to enjoy words for words' sake rather than putting words on the page to fulfill a grading formula. Again, call me a Luddite if you will but I fear that as these web tools grow more sophisticated, we are losing our grip on the simple pleasure of the written word...
What is Word Wrap? Webopedia - 1 views
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hen you fill one line with text, the word processor automatically jumps to the next line so that you are not required to keep track of line lengths and to press the Return key after each line
Excerpts from Manufacturing Consent, Noam Chomsky interviewed by various interviewers - 0 views
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QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.
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Interestingly, the blogosphere, including microblogging like Twitter, has undermined this manufacture of consent in some ways but also trivialized areas of major concern because of the emphasis on popularity and "like" type responses in social media. But social media has definitely changed the landscape and big data has changed the relationships with the entities in a position to influence and control information and frame issues within the public eye.
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Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | The International Review of Research in Open and Distance Learning - 1 views
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Access to education should not mean merely access to content
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instructor skill in creating and managing interaction in online courses
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rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
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Questioning: Levels and Types of Questions - Levels_and_Types_of_Questions.pdf - 0 views
2001 Beder - 0 views
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Their most commonly expressed intention was to meet learners' needs.
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In contrast, the data from our 40 observations portrayed a type of instruction that was the near antithesis of learner-centered instruction. In each and every case the organizing unit of instruction was a teacher-prepared and teacher-delivered lesson. There was virtually no evidence of substantive learner input into decisions about instruction. Communication was overwhelmingly teacher-to-learner, learner-to-teacher. Learner-to-learner communication rarely occurred unless the teacher directed it to occur through such things as peer coaching exercises.
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They enabled the teacher to determine if learners had "learned" the lesson and they supplemented the content of the lesson by reinforcing learners' correct responses and demonstrating the correct answer to learners whose responses were incorrect.
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Student-led facilitation strategies in online discussions - 0 views
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This article describes a study done in a graduate education course, where students were asked to facilitate discussions. It highlights specific discussion types and walks through the problems students experienced adjusting to this new role. (Even though they were teachers themselves, these graduate students weren't accustomed to functioning in the teacher role during an online class!)
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This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions...
My thoughts are free - 3 views
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There are just too many posts.
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if the “essence” of the student can never be felt through a computer?
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These are essentials missing from online courses that can not be seen.
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ITD Journal - 0 views
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Teachers and students need assessment tools that connect to individual learning styles and provide key information to teachers. This information will help to guide instruction and allow students to connect with their unique learning style
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assessment to provide feedback and adjustment for the instructional process
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Universal Design
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http://www.uncp.edu/home/dente/online.htm - 0 views
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Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others
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only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.
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Consequently, online students do more work and cover more subject matter.
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PREPARING OR REVISING A COURSE - 0 views
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fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
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Distinguish between essential and optional material.
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Cut to the chase. Go for the most critical skills or ideas and drop the rest
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psu.edu - 0 views
etap687 Joan Erickson - 3 views
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2) leaving my comfort zone and exploring methods I had little training in.
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Scaffolding - Emerging Perspectives on Learning, Teaching and Technology - 0 views
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The term ‘scaffolding’ comes from the works of Wood, Bruner and Ross (1976). The term ‘scaffolding’ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. In the process of scaffolding, the teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the student’s capability. Of great importance is allowing the student to complete as much of the task as possible, unassisted. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of “fading”, or the gradual removal of the scaffolding, which allows the student to work independently. “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997).
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The ‘more knowledgeable other’, or MKO, shares knowledge with the student to bridge the gap between what is known and what is not known. Once the student has expanded his knowledge, the actual developmental level has been expanded and the ZPD has shifted. The ZPD is always changing as the student expands and gains knowledge, so scaffolded instruction must constantly be individualized to address the changing ZPD of each student.
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studyfinance.com - Overview: Getting Started With Excel - 0 views
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As discussed before, data is entered by selecting a cell and entering data. In the illustration below, if you wanted to enter the year column (column A) you would click on cell A2, type 1997 and press [ENTER]. Entering the data would automatically advance the active cell to the next row or cell A3.
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I wanted to add sticky notes but that does not appear to be an option with this material. Id the format of the document? I plan to include this in my course. Now I have to decide if I eliminate my video Excel intro that I created in jing or do I add this as another resource. I think I am inclined to keep both.
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module 4 assignment
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