cMOOCs: Putting Collaboration First -- Campus Technology - 0 views
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anita z boudreau on 06 Sep 13cMOOCs are different from xMOOCs
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cMOOCs: Putting Collaboration First -- Campus Technology - 0 views
http://onlinelibrary.wiley.com/doi/10.1002/tl.20131/epdf - 0 views
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Connectivism and the Use of Technology?Media in Collaborative T&L
Critical Thinking in Asynchronous Discussions - 0 views
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Critical Thinking in Asynchronous Discussion
Collect - Relate - Create - Donate Framework - Teaching English With Technology - 1 views
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The framework consists of four parts: Collect, Relate, Create, and Donate. In Schneiderman's framework, projects begin with a chance to Collect knowledge, and students research the factual building blocks of their learning project. From there students Relate with one another - since collaboration and cross-cultural communication skills play essential roles in our economic and civic spheres. Based on the collection of building blocks and relating their knowledge to one another, students the Createsome kind of tangible demonstration of their understanding. The final part of an activity is to find a forum to Donate the student work so that students can enjoy the opportunity to publish their work and be of service to others.
Search - Google+ - 0 views
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Google+ tomooc community
http://www.uwex.edu/disted/conference/Resource_library/proceedings/04_1351.pdf - 0 views
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Donaldson & Conrad "Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners"
Taylor & Francis Online :: Learner‐interface interaction in distance educatio... - 0 views
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Hillman et al (1994) 4th kind of interaction [follow up to Moore 1989)
Taylor & Francis Online :: Editorial: Three types of interaction - American Journal of ... - 0 views
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Moore, (1989) Three Types of Interaction
Why we need group work in Online Learning | online learning insights - 0 views
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online learning insights blog
ELI3013-mofba3.pdf - 0 views
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How Authentic Learning is Transforming Higher Education
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