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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

Online universities: it's time for teachers to join the revolution | Education | The Ob... - 0 views

www.theguardian.com/...iversity-education-online-mooc

MOOC education revolution

shared by anita z boudreau on 07 Sep 13 - No Cached
  • Moocs make education borderless, gender-blind, race-blind, class-blind and bank account-blind.
    • anita z boudreau
      anita z boudreau on 07 Sep 13
       
      Hmmn...I'm open to the possibilities of MOOCs but got caught up on this sentence. Borderless? OK. But gender-blind, race-blind, class-blind and bank-account blind? This seems to me a blanket statement that glosses over the complexities that exist in the real world. MOOCs are not a panacea for education. A MOOC is an environment constructed through a variety of networked digital tools. It is how people choose to interact within that environment that determines if it is gender or race friendly. And though MOOCs may be free, for now, there is certainly a cost to gaining access to the technology, which in all likelihood presents a barrier for those from a lower SES.
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

MOOCs and The Change of Higher Education | popenici - 0 views

popenici.com/...shmoocs

higher education MOOCs

shared by anita z boudreau on 12 Sep 13 - No Cached
  • “open=free”
    • anita z boudreau
      anita z boudreau on 12 Sep 13
       
      Does open = free or open resources
  • There seems to be a promise to open already opened doors
  • There is significant value in all forms of learning, online and on campus. Education must answer fast the challenge to nurture students’ imagination, creativity and build their skills for innovation for a future marked by uncertainty and serious challenges 
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

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

@Ignatia Webs: Can the #MOOC format respond to the educational challenges #altc2013? - 0 views

ht.ly/oJ5rD

MOOC MOOCs cMOOC xMOOC

shared by anita z boudreau on 12 Sep 13 - No Cached
  • anita z boudreau on 12 Sep 13
     
    A lot of food for thought is provided in this post - -MOOCs as the potential answer to the education crisis? Local vs. global; Digital & Social exclusion; Formal vs. Informal; Post colonial tensions; Individual vs. Networked learning; Closed vs.OERs; Technology & infrastructure; Digital Identity
anita z boudreau

Dan Hill Opinion on MOOCs and design education - 0 views

www.dezeen.com/...-opinion-design-education-mooc

MOOC MOOCs elearning design education

shared by anita z boudreau on 01 Nov 13 - No Cached
  • anita z boudreau on 01 Nov 13
     
    "Much of the theory of design might be conveyed via MOOCs, and then reinforced in practice. MOOCs might free up teachers for crits, tutorials, studios and the other high value physical exchanges that cannot be distributed so easily."
anita z boudreau

https://d3e7x39d4i7wbe.cloudfront.net/static_assets/Conference_Infographic_8.5x11_4.pdf - 1 views

d3e7x39d4i7wbe.cloudfront.net/...rence_Infographic_8.5x11_4.pdf

conference technology edtech conferences

shared by anita z boudreau on 05 Jun 16 - No Cached
  • anita z boudreau on 05 Jun 16
     
    K-12 Education Technology Conferences and links
anita z boudreau

http://www.mnsu.edu/cetl/teachingwithtechnology/tech_resources_pdf/Ten%20Principles%20o... - 0 views

www.mnsu.edu/...ective%20Online%20Teaching.pdf

online learning teaching distance_education

shared by anita z boudreau on 09 Sep 13 - No Cached
  • anita z boudreau on 09 Sep 13
     
    10 Principles of Effective Online Teaching: Best Practices in Distance Education - Report
anita z boudreau

http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_20... - 0 views

www.open.ac.uk/...ating_Pedagogy_report_2013.pdf

pedagogy MOOC learning OU

shared by anita z boudreau on 12 Sep 13 - No Cached
  • anita z boudreau on 12 Sep 13
     
    OU Innovating Pedagogy 2013 Report looks at new forms of teaching, learning and assessment for an interactive world; and presents 10 innovations - starting with MOOCs - that are currently in practice but have not yet had a profound influence on Education
anita z boudreau

http://jolt.merlot.org/vol9no2/irvine_0613.pdf - 0 views

jolt.merlot.org/...irvine_0613.pdf

Online Teaching elearning MOOCs MERLOT research

shared by anita z boudreau on 21 Sep 13 - No Cached
  • anita z boudreau on 21 Sep 13
     
    My review of this article Realigning HIgher Education for the 21st Century Learner through Multi-Access Learning. http://azbtechtrails.blogspot.com/2013/09/multi-access-learning-framework.html
anita z boudreau

http://blog.reyjunco.com/pdf/Chapter5.pdf - 0 views

blog.reyjunco.com/...Chapter5.pdf

elearning blog online learning Online Teaching

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Nackerud & Scalette "This chapter discusses the use of blogs in higher education, including how students and instructors use blogs, the value of blogs in this setting, and privacy and security implications. The chapter also features an examination of the University of Minnesota's UThink blogging system."
anita z boudreau

http://www.uwex.edu/disted/conference/Resource_library/proceedings/04_1351.pdf - 0 views

www.uwex.edu/...04_1351.pdf

interaction collaboration community elearning

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Donaldson & Conrad "Learner‐interface interaction in distance education: An extension of contemporary models and strategies for practitioners"
anita z boudreau

Taylor & Francis Online :: Learner‐interface interaction in distance educatio... - 0 views

www.tandfonline.com/...08923649409526853

interaction elearning Online Teaching online learning collaboration

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Hillman et al (1994) 4th kind of interaction [follow up to Moore 1989)
anita z boudreau

http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_mod... - 0 views

communitiesofinquiry.com/...Critical_Inquiry_model.pdf

community inquiry coi elearning Online Teaching online learning

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Garrison et al Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education
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