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anita z boudreau

7 Things You Should Know About the HyFlex Course Model | EDUCAUSE - 0 views

er.educause.edu/...link.aspx

HyFlex flexible learning

shared by anita z boudreau on 05 Oct 16 - No Cached
  • anita z boudreau on 05 Oct 16
     
    "HyFlex is a course design model that presents the components of hybrid learning in a flexible course structure that gives students the option of attending sessions in the classroom, participating online, or doing both. Students can change their mode of attendance weekly or by topic, according to need or preference. Models like HyFlex, which present multiple paths through course content, may work well for courses where students arrive with varying levels of expertise or background in the subject matter. Courses built on the HyFlex model help to break down the boundary between the virtual classroom and the physical one. By allowing students access to both platforms, the design encourages discussion threads to move from one platform to the other."
anita z boudreau

Half an Hour: MOOC - The Resurgence of Community in Online Learning - 0 views

halfanhour.blogspot.com/...ce-of-community-in-online.html

MOOC community online learning

shared by anita z boudreau on 06 Sep 13 - No Cached
  • My understanding of the term ‘MOOC’ is a bit different; it is derived from a theory of learning based on engagement and interaction within a community of practitioners, without predetermined outcomes, and without a body of knowledge that we can simply ‘transfer’ to the learner.
  • “to teach is to model and to demonstrate; to learn is to practice and reflect.”
  • What we are attempting to repeat on a massive scale in a MOOC is not the delivery of instruction or the management of learning resources. We are trying to emulate, on a massive scale, these small-scale and personal one-to-one interactions. It is this interaction that is the most significant in learning, but also often the most important, and for a course to be truly massive, it must enable, and even encourage, hundreds or even thousands of these small interpersonal interactions.
  • ...14 more annotations...
  • ‘wrapped’ MOOCs, which postulate the use of a MOOC within the context of a traditional location-based course; the material offered by the MOOC is hence ‘wrapped’ with the trappings of a more traditional education. This is the sort of approach to MOOCs which treats them more as modern-day textbooks, rather than as courses in and of themselves.  
  • Our thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. Knowledge, therefore, is not acquired, as though it were a thing. It is not transmitted, as though it were some type of communication. You can’t ‘promote’ something simply by assembling course packages and sending them out into the world.
  • The idea of a connectivist course is that a learner is immersed within a community of practitioners and introduced to ways of doing the sorts of things practitioners do, and through that practice, becomes more similar in act, thought and values to members of that community.
  • So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn. We are all educators, or at least, learning to be educators, creating and promoting the (connective) practice of education by actually practicing it.
  • he course design gradually began to look less and less like a traditional course, and more like a network, with a wide range of resources connected to each other and to participants. And the course became much less about acquiring content or skills, and much more about making these connections, and learning from what emerged as a result of them.
  • Learning is a social activity, and that is why the picture of distance learning wherein each person studies from their own home, supported by a personal computer and desk videophone, is wrong.
  • one of the keys is ownership. By that, what I mean is that the members of the community play a key role in shaping the community.
  • It is not a place where the organizer provides material and the members consume it. It is a shared and constructed environment, where the members along with the organizers play roughly equal roles in content creation.
  • The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
  • People talk of ‘learning communities’ but strictly speaking there is no such thing as a ‘learning community’ – save, perhaps, the strained and artificial creations of educational institutions that try to cram classes into collectives, creating personal relationships where none naturally exist.
  • The value of a community, however, and especially of a learning community, comes from the diversity in the community. Students gather around an instructor precisely because the instructor has knowledge, beliefs and opinions that the students don’t share. They gather around each other because they each have unique experiences. Fostering a learning community is as much a matter of drawing on the differences as it is a matter of underlining the similarities.
  • To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
  • ecent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
  • We might also define three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
anita z boudreau

One Size Doesn't Fit All: HyFlex Lets Students Choose | EDUCAUSE - 0 views

er.educause.edu/...ll-hyflex-lets-students-choose

HyFlex flexible learning

shared by anita z boudreau on 05 Oct 16 - No Cached
  • anita z boudreau on 05 Oct 16
     
    "Key Takeaways Large lecture courses are often required of an institution's newest learners, who lack skills to help them succeed. To open alternative paths through these courses, a team at Ohio State University redesigned an intro-level econ course that typically serves more than 600 students at a time. Part of the redesign includes offering these students a hybrid flexible (HyFlex) lecture option that lets them choose to experience lectures in the classroom or online through a live stream at a location of their choosing. Other technologies reduce logistical overhead, letting instructors spend more time teaching and helping students, and less time dealing with basic questions about course rules, schedules, and so on."
anita z boudreau

George Siemens "Designing, development, and running (massive) open Online Courses | abo... - 0 views

aboutmooc.org/...ng-massive-open-online-courses

MOOC cMOOC MOOCs xMOOC open_courses

shared by anita z boudreau on 09 Sep 13 - No Cached
  • anita z boudreau on 09 Sep 13
     
    A lengthy but good overview of MOOCs, with a close look at xMOOCS - Coursera, Udacity, edX that have taken advantage of scalability but tend to reinforce a traditional teacher-student model, and cMOOCS - knowledge building/networking, flexible tools, self directed, chaotic learning. Siemens goes on to share lessons learned from cMOOCs he has been involved with and provides 9 Steps How to Plan/Create a MOOC [approx 58:00] Around 18:00 he makes a provocative statement that because of the expertise available in xMOOCs, he would throw out all of his content, tell his students to take one of these courses, interact with them around the content themes and then assess their work. Other interesting ideas include: the need for regional MOOCs to diversify and fully explore potential innovation [export vs import]; the concern that mid-range universities stand to loose to the 'superstar' professors in the xMOOC model; & the notion of teaching globally, accrediting locally [e.g. Udacity -Pearson testing option for credit]
anita z boudreau

http://researchrepository.murdoch.edu.au/7034/1/authentic_activities_online_HERDSA_2002... - 0 views

researchrepository.murdoch.edu.au/...ivities_online_HERDSA_2002.pdf

authentic_learning elearning PBL

shared by anita z boudreau on 11 Oct 13 - No Cached
  • anita z boudreau on 11 Oct 13
     
    Reeves et al. Authentic activities in online There has been a renewed interest in the role of student activities within course units as constructivist philosophy and advances in technology impact on educational design and practice. This paper proposes ten characteristics of authentic activities, based on a substantial body of educational theory and research, which can assist teachers to design more authentic activities for online learning environments. The paper includes a short review of the literature, together with the list of characteristics attributed to appropriate authors and theorists. The paper concludes with a discussion of how the affordances of Internet technologies can facilitate the operationalisation of authentic activities in online courses of study.
anita z boudreau

http://ceur-ws.org/Vol-1181/pale2014_paper_07.pdf - 1 views

ceur-ws.org/...pale2014_paper_07.pdf

technology adaptive

shared by anita z boudreau on 09 Feb 16 - No Cached
  • anita z boudreau on 09 Feb 16
     
    Personalized Web Learning: In this paper, educational and technical challenges for applying learning pathways in Massive(ly) Open Online Courses in higher education are outlined. We argue that quality issues and didactical concerns may be overcome by (1) reverting to small Open Educational Resources that are (2) adaptively joined into concise courses by considering (3) predefined learning pathways with proper semantic annotations and (4) the observation of learner behaviour. Such a merger does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which interprets the semantic annotations as well as the measures of learner's actions. These factors are then turned into didactically meaningful recommendations for the next learning steps, thereby creating a personalized learning pathway for each learner. The EU FP7 project INTUITEL is introduced, which has already contributed to the conceptual work and is currently developing the software to achieve these tasks
anita z boudreau

Hybrid/BlendedCourseDesign | Diigo Group - 1 views

groups.diigo.com/...hybrid_course_design

resources Online Teaching elearning hybrid blended instructional design

shared by anita z boudreau on 11 Jan 14 - No Cached
  • anita z boudreau on 11 Jan 14
     
    Cross linking to my other group with resource links on Blended/Hybrid Course Design
anita z boudreau

MOOC Map - 0 views

edutechnica.com/moocmap

MOOC map

shared by anita z boudreau on 26 Jan 14 - No Cached
  • anita z boudreau on 26 Jan 14
     
    "This site was created as a way to visualize the growth of global MOOC adoption for those institutions using one of the major MOOC platform providers. This data comes from blog posts, press releases, and course offering catalogs from each of the providers shown."
anita z boudreau

Best Practices in Online Teaching - During Teaching - Assess Messages in Online Discuss... - 0 views

cnx.org/latest

elearning online discussions asynchronous Assessment best practices

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    "This module focuses on how to assess student messages in an online discussion forum when teaching in an online environment. This module is part of the Best Practices in Online Teaching Course created by Penn State University World Campus as a guide for faculty who are new to teaching in an online environment."
anita z boudreau

Mackness et al. (2010). The Ideals and Reality of Participating in a MOOC - 0 views

www.lancaster.ac.uk/...Mackness.html

elearning MOOC research MOOCs online learning

shared by anita z boudreau on 30 Oct 13 - No Cached
  • anita z boudreau on 30 Oct 13
     
    Networked Learning Conference 2010. "This paper explores the perspectives of some of the participants on their learning experiences in the course, in relation to the characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity. The findings are based on an online survey which was emailed to all active participants and email interview data from self-selected interviewees."
anita z boudreau

Why Coursera and Udacity are the worst things that ever happened to MOOCs. | More or Le... - 0 views

moreorlessbunk.wordpress.com/...gs-that-ever-happened-to-moocs

MOOC xMOOC MOOCs

shared by anita z boudreau on 08 Sep 13 - No Cached
  • I look forward to the inevitable, fast-approaching, post-xMOOC world because it will almost certainly be a period of real pedagogical innovation conducted by people who are more interested in actual education than they are in becoming famous or just making a quick buck.
    • anita z boudreau
      anita z boudreau on 08 Sep 13
       
      Interesting how very different the xMOOC referred to in this article is from the cMOOC currently being used in the "How to Teach Online" course [emphasis on NOW, not some "post-xMOOC" age]
anita z boudreau

IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 1 views

www.tltgroup.org/...seven.html

pedagogy elearning Online Teaching

shared by anita z boudreau on 13 Sep 13 - Cached
  • The biggest success story in this realm has been that of time-delayed (asynchronous) communication. Traditionally, time-delayed communication took place in education through the exchange of homework, either in class or by mail (for more distant learners). Such time-delayed exchange was often a rather impoverished form of conversation, typically limited to three conversational turns: The instructor poses a question (a task). The student responds (with homework). The instructor responds some time later with comments and a grade. The conversation often ends there; by the time the grade or comment is received, the course and student are off on new topics. Now, however, electronic mail, computer conferencing, and the World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily than before, and more thoughtfully and “safely” than when confronting each other in a classroom or faculty office. Total communication increases and, for many students, the result seems more intimate, protected, and convenient than the more intimidating demands of face-to-face communication with faculty.
    • anita z boudreau
      anita z boudreau on 13 Sep 13
       
      Addresses how to avoid ineffective threaded discussions
  • anita z boudreau on 13 Sep 13
     
    Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education, provide a meaningful lens for thinking about online teaching and learning.
anita z boudreau

Predicting Learning in Asynchronous Discussions - 0 views

panet.andover.edu/...HelpfulDiscussionInfo.pdf

e-learning discussions asynchronous

shared by anita z boudreau on 30 Sep 13 - No Cached
  • anita z boudreau on 30 Sep 13
     
    JALN Volume 8, Issue 2 - April 2004
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