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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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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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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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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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Critical Thinking in Asynchronous Discussions - 0 views

itdl.org/...article02.htm e-learning asynchronous discussions critical_thinking
shared by anita z boudreau on 20 Sep 13 - Cached
  • anita z boudreau on 20 Sep 13
     
    Critical Thinking in Asynchronous Discussion
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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"
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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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Learning with 'e's: Interactions of the fourth kind - 0 views

steve-wheeler.blogspot.com/...teractions-of-fourth-kind.html elearning Online Teaching online learning blogs
shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Steve Wheeler BLog
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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]
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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
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Mackness et al. (2010). The Ideals and Reality of Participating in a MOOC - 0 views

www.lancaster.ac.uk/...Mackness.html elearning MOOC research MOOCs online learning
shared by anita z boudreau on 30 Oct 13 - No Cached
  • anita z boudreau on 30 Oct 13
     
    Networked Learning Conference 2010. "This paper explores the perspectives of some of the participants on their learning experiences in the course, in relation to the characteristics of connectivism outlined by Downes, i.e. autonomy, diversity, openness and connectedness/interactivity. The findings are based on an online survey which was emailed to all active participants and email interview data from self-selected interviewees."
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Seeing rhizomatic learning and MOOCs through the lens of the Cynefin framewor... - 0 views

davecormier.com/...-lens-of-the-cynefin-framework MOOC cMOOC learning
shared by anita z boudreau on 06 Sep 13 - No Cached
  • MOOCs as a structure – and rhizomatic learning as an approach – privilege a certain kind of learning and learner. The MOOC offers an ecosystem in which a person can become familiar with a particular domain. Rhizomatic learning is a way of navigating that ecosystem that empowers the student to make their own maps of knowledge, to be ‘cartographers’ inside that domain. It suggests that the interacting with a community in a given domain is learning. The community is the curriculum.
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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.
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