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David Jennings

MOOC Reflections « OUseful.Info, the blog… - 0 views

blog.ouseful.info/...mooc-reflections

MOOC cMOOC xMOOC TonyHirst Coursera Udacity assessment ds106 ocTEL

shared by David Jennings on 15 Oct 12 - No Cached
  • course without boundaries approach of Jim Groom’s ds106, as recently aided and abetted by Alan Levine, also softens the edges of a traditionally offered course with its problem based syllabus and open assignment bank (particpants are encouraged to submit their own assignment ideas) and turns learning into something of a lifestyle choice
  • the role that “content” may or not play a role in this open course thing. Certainly, where participants are encouraged to discover and share resources, or where instructors seek to construct courses around “found resources”, an approach espoused by the OU’s new postgraduate strategy, it seems to me that there is an opportunity to contribute to the wider open learning idea by producing resources that can be “found”. For resources to be available as found resources, we need the following: Somebody needs to have already created them… They need to be discoverable by whoever is doing the finding They need to be appropriately licensed (if we have to go through a painful rights clearnance and rights payment model, the cost benefits of drawing on and freely reusing those resources are severely curtailed).
  • Whilst the running of a one shot MOOC may attract however many participants, the production of finer grained (and branded) resources that can be used within those courses means that a provider can repeatedly, and effortlessly, contribute to other peoples courses through course participants pulling the resources into those coure contexts. (It also strikes me that educators in one institution could sign up for a course offered by another, and then drop in links to their own applied marketing learning materials.)
  • ...2 more annotations...
  • If we think of the web in it’s dynamic and static modes (static being the background links that are part of the long term fabric of the web, dynamic as the conversation and link sharing that goes on in social networks, as well as the publication of “alerts” about new fabric (for example, the publication of a new blog post into the static fabric of the web is announced through RSS feeds and social sharing as part of the dynamic conversation)), then the MOOCs appear to be trying to run in a dynamic, broadcast mode. Whereas what interests me is how we can contribute to the static structure of the web, and how we can make better use of it in a learning context?
  • Rather than the ‘on-demand’ offering of OpenLearn, it seems that the broadcast model, and linear course schedule, along with the cachet of the instructors, were what appealed to a large population of demonstrably self-directed learners
  • David Jennings on 15 Oct 12
     
    Tony Hirst attempts to see beyond/beneath/behind/whatever the hoopla about MOOCs to understand what elements of them might persist, what the relationship to OERs is, and to marketing for institutions and OER producers
jim pettiward

Learning Development Cycle - 4 views

elearnspace.org/ldc.htm

ocTEL

shared by jim pettiward on 04 Jun 13 - Cached
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      Yes, if you're talking about lifelong learners etc. but many students take a very 'instrumentalist' approach to learning so they will almost exclusively focus on the assessment outcomes
  • Learners themselves will seek and acquire needed elements.
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      Again, this is all dependent on the student's motivation - what they are learning and why.
  • ...35 more annotations...
  • Creating networks and permitting learners to form their own connections is more reflective of how learning functions in real life
  • esign processes need to be utilized to capture the value of alternative learning formats.
  • Instead of seeing instruction as the only object of design, a designer’s perspective can be enlarged by seeing the environment, availability of resources, and learner capacity for reflection, as potential objects of a design process and methodology.
  • “…the assumptions that the students are adults, self-motivated, accountable for their own learning, should be respected, as well as exercise control over their learning outcomes…”
  • “learner-centred”, throwing the term around as if it should be implicitly understood
  • ndependent learning requires that people take responsibility for their own learning. Individual responsibility stems from the belief that learning can be affected by effort, and this belief is the critical factor which leads to individuals' perseverance in the face of obstacles.”
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      that's fine, but this describes a minority of learners in Higher Ed in my experience. What about those who don't have this type of 'learning maturity'?
  • Traditional ID models attend to transmission through focus on explicit learning objectives, content analysis, content sequencing, and blueprinting the instructional flow. This model has particular value in creation of courses, programs, and workshops. The instructor (due to activities of the designer) is kept at the centre of the instructional process.
  • Education is constructed with start and end points (courses, programs, degrees).
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      For massive, formalised education, is there currently a viable alternative to this model? Probably not.
  • Reflection and cognition provide learners with the capacity to explore new realms.
  • esigners also seek to improve the abilities of learners to manage and navigate knowledge resources.
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      e.g. helping our learners to build their own PLE/PLN
  • Connectivism (Siemens, 2004) and constructivism are the learning theories that most adequately inform the nature of acquisition learning.
  • The designer’s role in this domain of learning is to create the construct and opportunities for learners to pursue and provide for their own learning.
  • f course-based learning is out of date for today’s learner, what is the alternative?
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      Can't agree with this sweeping statement...
  • The design process can then be seen as focusing primarily on one domain, yet still accounting for aspects of another domain. For purposes of espousing a theory, four distinctive domains are used. In actual design situations, a designer will likely select aspects of each domain to create the optimum learning resource.
  • A new model of learning design also requires new tools and processes. Many of these tools are already in use in a subculture of internet users. The tools are characterized by: sociability, collaboration, simplicity, and connections. Blogs, wikis, RSS (Really Simple Syndication), instant messaging, Voice over IP, and social networking applications are gaining increased attention in progressive organizations.
  • Most significant is the ability to combine formal and informal learning. Informal learning is experiencing growing recognition as a critical component of most organizations.
  • Many colleges speak of life-long learning; yet only form relationships with learners for two to four years. The bulk of learning for most people will happen in their work environment. A unique opportunity exists for education providers who are prepared to modify themselves to attend to learner’s needs for a lifetime.
  • earning is created as guideposts, not directions.
  • The constructs of the ecology permit individual learners broad movements based on personal interests and motivations (but still within the larger organizational parameters created by the designer to serve a specific outcome).
  • The image of being a learner almost creates a preconditioned response of passivity.
  • Some transitory stage is required to move learners from passive consumers to active knowledge creators.
    • jim pettiward
      jim pettiward on 04 Jun 13
       
      Perhaps as learners move through a degree they can be encouraged along that path so that when they leave HE they are better equipped as lifelong learners...
  • Letting go and opening up to serendipitous, learner-centred learning is not an easy task. For many educators, it will evoke an identify crisis. After several experiences with alternative learning formats, the liberation of not having to have all the answers, but rather guiding learners towards answers, is an intoxicating (and motivating) revelation.
  • aking a panoramic view of learning, and accounting for unique facets and domains, equips a designer with numerous approaches and methods. Instead of only transmitting learning, educators begin to create structures and networks that will foster a lifetime of learning and learning skills.
  • Learning is a continuous stream, rather than a dammed up reservoir.
  • Learning design is primarily about creating guideposts
  • Designers no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and forage for their own knowledge.
  • the climate in which a learner can choose to learn
  • his notion has some merit, but falters in that the objectives for learning are determined by the designer, not the learner.
  • Most learners pursue self-created objectives.
  • A designer’s first task is to evaluate the nature of the learning required. Different knowledge needs require different models or approaches
jim pettiward

The 5 Resources Framework - The 5 Resources Model of Critical Digital Literacy - 2 views

sites.google.com/...the5resourcesframework

ocTEL diglit

shared by jim pettiward on 26 Apr 13 - No Cached
  • jim pettiward on 26 Apr 13
     
    The 5 Resources framework from the University of Greenwich
Sarah Horrigan

Welcome to LORO - LORO - 0 views

loro.open.ac.uk

oer loro language languages resources derbytel openness education learning

shared by Sarah Horrigan on 27 Mar 13 - No Cached
  • Sarah Horrigan on 27 Mar 13
     
    "LORO contains resources for language teaching available to download and reuse, including those used by the Department of Languages at the Open University, UK."
Roger Harrison

Are your students ready to study in an online or blended learning environment? | LTiA I... - 1 views

www.celt.mmu.ac.uk/...greaves.php

students learning environment ready support

shared by Roger Harrison on 22 Apr 13 - No Cached
  • This proved to be quite difficult as the problems experienced by students studying totally online are different to those who are having face-to-face as well as online experiences
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      I wonder what you meant that the problems are different?
  • These quizzes attempt to personalise the resource to a particular student’s needs rather than requiring them to spend time locating resources within the website as a whole
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      wow I really like this - how the support then offered is informed by the answer the student gives in the quiz to their readyness
  • It is hoped that future developments will include: Collaboration with departments/faculties to provide links to additional resources that have been
David Jennings

Let Them Eat MOOCs - Gianpiero Petriglieri - Harvard Business Review - 3 views

blogs.hbr.org/...let-them-eat-moocs

MOOC knowledge critique PotentialReading

shared by David Jennings on 14 Oct 13 - No Cached
  • David Jennings on 14 Oct 13
     
    Even the fabled personalization that digital learning affords is really a form of mass customization. There is no personal relationship. It is a market of knowledge where no one is known and care is limited to the provision of choices. Whether its crusaders are venture capitalists, entrepreneurs, academics, or students, the colonizer is a transactional view of education, centered on knowledge as a commodity, which displaces a relational view of education, centered on developing through relationships. This in turn becomes, like all precious resources of colonial territories, no longer a common good but a leisurely privilege.
Roger Harrison

Training and the Needs of Adult Learners - 1 views

www.joe.org/...tt5.php

shared by Roger Harrison on 22 Apr 13 - Cached
  • Adults want to know why they need to learn something before undertaking learning
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      This is something I need to think about a bit more when I design materials
  • The Learners' Self-Concept
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      not sure that I agree with this
  • Facilitators should create environments where
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      but I agree this needs to be facilitated
  • ...6 more annotations...
  • therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial
  • They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life
  • Andragogy urges teachers to base curricula on the learner's experiences and interests
  • richest resources for learning reside in adult learners themselves; therefore, emphasis in
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      this is very important especially from an online learning perspective which perhaps provides a range of opportunities and technologies to help facilitate this, but perhaps it is important to encourage the adult learners to bring those technologies to the course rather than the other way round
  • Discussion is the prototypic teaching method for active learning
    • Roger Harrison
      Roger Harrison on 22 Apr 13
       
      so this could be facilitated in online tutorial groups and if they are run regularly each which someone allocated to take the notes and provide a summary of the tutorial and then others can feed into that summary etc.
    • Roger Harrison
      Roger Harrison on 23 Apr 13
       
      I didn't find this article very helpful or informative at all
Elizabeth E Charles

Digital and Media Literacy: A Plan of Action | KnightComm - 0 views

www.knightcomm.org/edia-literacy-a-plan-of-action

literacy diglit digital storytelling

shared by Elizabeth E Charles on 21 Apr 13 - No Cached
  • The paper focuses on steps to ensure that citizens are equipped with the analytical and communications skills they need to be successful in the 21st century.  It also proposes the integration of digital and media literacy into advocacy campaigns, education curricula, and community-based initiatives. From parents concerned with online safety issues, to students searching for information online at home, schools and libraries, to everyday citizens looking for accurate and relevant health care and government resources, all Americans can benefit from learning how to access, analyze, and create digital and media content with thoughtfulness and social responsibility.
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