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.
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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.
One Size Doesn't Fit All: HyFlex Lets Students Choose | EDUCAUSE - 0 views
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"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."
Half an Hour: MOOC - The Resurgence of Community in Online Learning - 0 views
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“to teach is to model and to demonstrate; to learn is to practice and reflect.”
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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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MOOCs and The Change of Higher Education | popenici - 0 views
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“open=free”
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There seems to be a promise to open already opened doors
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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
ELI3013-mofba3.pdf - 0 views
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