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David Jennings

Managing Learning Technology: How To Build MOOC's that Fail - 0 views

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    "Many MOOC's currently represent a sort of parody of higher education's worst practices, its most spectacular delusions about itself." Some pitfalls to avoid
David Jennings

What is a MOOC? - YouTube - 0 views

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    4.5 minute animated intro to MOOCs, written and narrated by Dave Cormier
David Jennings

20 questions (and answers) about MOOCs » Dave's Educational Blog - 1 views

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    Dave Cormier reports on a Q&A about MOOCs and, in the process, outlines some of the history of the concept
David Jennings

Is MOOC more than just a buzzword? | Higher Education Network | Guardian Professional - 0 views

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    Views the MOOC hype with a slightly sceptical eye and pours some cold water on some of the more extreme speculations. "MOOCs will not inherently gut faculty positions in higher education. They do not have automation and robot grading built into their conceptual structure. They certainly offer the capacity for these things, if backed by scale and prestige and neoliberal values of efficiency and market niche domination"
David Jennings

OpenupEd - 1 views

James Kerr

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

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    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.
James Kerr

Classroom Assessment Techniques - University of California, Irvine Video - 1 views

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    "A teaching and learning video vignette presented by Shaun Longstreet. Topics covered in this video include: The Four Dimensions of Learning, Summative Assessments, and Formative Assessments."
jim pettiward

Learning Development Cycle - 4 views

    • jim pettiward
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
  • 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.
  • Learning design is primarily about creating guideposts
  • Most learners pursue self-created objectives.
  • his notion has some merit, but falters in that the objectives for learning are determined by the designer, not the learner.
  • the climate in which a learner can choose to learn
  • A designer’s first task is to evaluate the nature of the learning required. Different knowledge needs require different models or approaches
Elizabeth E Charles

SEFs-Khan-Academy-Experiment-2012.pdf - 0 views

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    An article on the outcome of recent experiment in the use of Khan Academy content to teach maths to township children in South Africa.
Elizabeth E Charles

Four Steps to Successful Agile Learning in 2013 - 0 views

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    "How can learning professionals adapt to this fast pace of change? Here are four steps to agile learning success and the major pitfalls to avoid. "
Elizabeth E Charles

Agile In Teaching Learning Process - 0 views

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    V Kamat presentation in 2008
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