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Designing online learning for the 21st century - 0 views

www.tonybates.ca/...-learning-for-the-21st-century Online Teaching online learning
shared by anita z boudreau on 10 Sep 13 - No Cached
  • anita z boudreau on 10 Sep 13
     
    reference from Bates webinar
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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
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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.
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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]
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Rapport in distance education | Murphy | The International Review of Research in Open a... - 0 views

www.irrodl.org/...2076 Rapport Online Teaching elearning
shared by anita z boudreau on 16 Sep 13 - No Cached
  • anita z boudreau on 16 Sep 13
     
    "rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions."
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TLT-SWG: Low-Threshold Applications and Activities (LTAs) - 0 views

tlt-swg.blogspot.com/...hreshold-applications-and.html Online Teaching elearning techno
shared by anita z boudreau on 13 Sep 13 - No Cached
  • anita z boudreau on 13 Sep 13
     
    "An LTA is an activity or application of information technology that is reliable, accessible, easy to learn, non-intimidating and incrementally low-cost in time, money, and stress."
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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
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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."
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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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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"
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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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Taylor & Francis Online :: Editorial: Three types of interaction - American Journal of ... - 0 views

www.tandfonline.com/...08923648909526659 elearning Online Teaching online learning collaboration interaction
shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Moore, (1989) Three Types of Interaction
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