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anita z boudreau

Facilitating Students' Critical Thinking in Online Discussion: An Instructor's - 0 views

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elearning asynchronous discussions

shared by anita z boudreau on 30 Sep 13 - No Cached
  • anita z boudreau on 30 Sep 13
     
    This paper reported using the practical inquiry model as discourse guide to facilitate students' critical thinking in online discussion. It was found that almost all the postings of the students who had no knowledge of the inquiry model fell into exploration phase except three postings in triggering events phase and two in integration phase. In comparison, the postings of the students who used the model as the guide included more instances of integration than the postings of those who did not know about the model. No instance in resolution phase was found. The findings indicated that providing students inquiry model raised their awareness of critical thinking and helped them intentionally engage in reflection and higher-order thinking when responding online.
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

A Dictionary For 21st Century Teachers: Learning Models - 2 views

teachthought.com/...models-learning-theories-index

dictionary learning

shared by anita z boudreau on 16 Nov 15 - No Cached
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://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

elearnspace › MOOCs for the win! - 0 views

www.elearnspace.org/...moocs-for-the-win

MOOC cMOOC connectivism

shared by anita z boudreau on 06 Sep 13 - No Cached
  • MOOCs are not (yet) an answer to any particular problem. They are an open and ongoing experiment. They are an attempt to play with models of teaching and learning that are in synch with the spirit of the internet
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.
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  • ‘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

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)
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