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David Jennings

The real economics of massive online courses (essay) | Inside Higher Ed - 1 views

www.insidehighered.com/...s-massive-online-courses-essay

MOOC accreditation AgileLearning ocTEL

shared by David Jennings on 15 Oct 12 - No Cached
  • We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college.
  • We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
  • The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
  • ...1 more annotation...
  • The fatal flaw that I referred to earlier is pretty apparent:  the very notions of "mass, open" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
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
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
Roger Harrison

Humanism | Learning Theories - 0 views

www.learning-theories.com/humanism.html

shared by Roger Harrison on 29 Apr 13 - Cached
    • Roger Harrison
      Roger Harrison on 29 Apr 13
       
      that our students tend to only respond to discussion boards when they are assessed, suggests a stronger impact of Behaviourism here rather than humanism
  • Carl Rogers and Abraham Maslow
  • humanism, learning is student centered and personalized, and the educator’s role is that of a facilitator
James Kerr

The Partnership for 21st Century Skills - 0 views

www.p21.org

ocTEL TEL learners diglit readiness

shared by James Kerr on 29 Apr 13 - Cached
  • James Kerr on 29 Apr 13
     
    Working with Bicameral & Bipartisan Effort to Prepare Students for 21st Century Economy Washington, D.C.- February 12, 2013 - The Partnership for 21st Century Skills (P21), the leading organization advocating for 21st century readiness for every student, applauds U.S. Representatives Tom Petri (R-WI), Dave Loebsack (D-IA), and U.S.
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.
James Kerr

Building Strong Online Community Through the Use of OER Cartoons and Prompts - FREE | T... - 0 views

sloanconsortium.org/...-oer-cartoons-and-prompts-free

ocTEL TEL OER

shared by James Kerr on 23 May 13 - No Cached
  • James Kerr on 23 May 13
     
    Online discussion prompts often do little prompting; they fail to engage the student in meaningful dialogue. Rather, the conversation that often surfaces is one centered around tasks, deadlines, or assignment instructions, rather than a dialogue about motivation, procrastination, or the complexities of technology.
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.
David Jennings

"Improving Student Engagement in Large Survey Courses" by Perry Samson, University of M... - 2 views

www.youtube.com/watch

ocTEL PotentialResource clickers classroom

shared by David Jennings on 10 Sep 13 - No Cached
  • David Jennings on 10 Sep 13
     
    Perry Samson is presenting at ALT-C 2013. He is aiming to move classroom teaching on beyond use of clickers to more sophisticated (and also remote) forms of interaction
Rose Heaney

Supporting staff - Jisc infoNet - 0 views

www.jiscinfonet.ac.uk/...supporting-staff

octel_enthuse_staff octel

shared by Rose Heaney on 01 May 14 - No Cached
  • lack of time to engage with new tools
  • focusing on the subject specialism is the best way to engage teaching, support staff and students in conversations about what it means to be digitally literate in a particular discipline.
  • Aligned with that is the curriculum design process.
  • Rose Heaney on 02 May 14
     
    From newly published (May 2014) JISC Digital Literacies infokit
  • Rose Heaney on 02 May 14
     
    From newly published (May 2014) JISC Digital Literacies infokit
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