Skip to main content

Home/ About Teaching & Learning Online/ Group items tagged creating

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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

Creating a community of inquiry in online environments: An exploratory study on the eff... - 0 views

www.sciencedirect.com/...S0360131511001679

community inquiry coi Online Teaching online learning asynchronous discussions

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Zydney et al. Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions"
anita z boudreau

Collect - Relate - Create - Donate Framework - Teaching English With Technology - 1 views

tewt.org/crcd

framework teaching

shared by anita z boudreau on 06 Feb 16 - No Cached
  • anita z boudreau on 06 Feb 16
     
    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.
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

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

http://www.contic.udl.cat/sites/default/files/PifarreGuijosaArgelagos%20-%20Blog%20-%20... - 0 views

www.contic.udl.cat/...os%20-%20Blog%20-%20COnTIC.pdf

elearning Online Teaching online learning blogs coi community

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Pifarre et al. Using a blog to create and support a Community of Inquiry in Secondary Education
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

Understanding by Design® framework - Videos, Articles, Resources, Experts - 0 views

www.ascd.org/...nding-by-design-resources.aspx

curriculum understandingbydesign UbD Understanding by Design

shared by anita z boudreau on 17 Sep 17 - No Cached
  • anita z boudreau on 17 Sep 17
     
    "Thousands of educators across the country use the Understanding by Design framework, created by the late Grant Wiggins and Jay McTighe, to get a handle on standards, align programs to assessments, and guide teachers in implementing a standards-based curriculum that leads to student understanding and achievement. "
anita z boudreau

3 Key Concepts That Will Help You Understand Learning in the Digital Age - 1 views

info.shiftelearning.com/...nd-Learning-in-the-Digital-Age

self-directed co-learning co-creating virtual environments learning elearning

shared by anita z boudreau on 17 Jan 15 - No Cached
  • anita z boudreau on 17 Jan 15
     
    Heutagogy, Peeragogy, Cybergogy
1 - 12 of 12
Showing 20▼ items per page