Skip to main content

Home/ Change MOOQ/ Group items tagged lecture

Rss Feed Group items tagged

Doris Reeves-Lipscomb

Brainstorm in Progress: MOOCs and Connectivist Instructional Design - 1 views

  •  
    A blog by Geoff Cain on MOOCS and Connectivist Instructional design from October 27, 2012. Very interesting history of how this teacher of health information management used collaborative technologies to teach the class and help the students work online in a multi-model delivery method. See below for implications on any online courses and how OS it feels. There were weekly guest lecturers as well as presentations by the course facilitators. The real heart of the course was the groups of students who would meet virtually, using the collaborative tools of their own choosing, who would discuss the presentations and readings. These groups were self-organized, leaderless, and informal. Yet, there always seemed to be someone in the group who would carry the discussion back into the course to have questions answered by the facilitators. And the facilitators would sometimes participate in the discussions. This experience was highly interactive. There was interaction with the facilitators, the content and between the students. Interestingly enough, the research shows that interaction is one of the primary measures of success and retention in online classes: the higher the degree and opportunity for interaction, the more successful a course will be. This course completely changed how I think of course design.
Doris Reeves-Lipscomb

Merit Badges for the Job Market - WSJ.com - 0 views

  •  
    "Some see more potential for badges in K-12 education than at colleges, as an incentive similar to the frequent "power-ups" and accolades that videogames offer. At the free online-education provider Khan Academy, for instance, students get a "Great Listener" badge for watching 30 minutes of videos from its collection of thousands of short lectures. "
Doris Reeves-Lipscomb

The Future Is Now: 15 Innovations to Watch For - Commentary - The Chronicle of Higher E... - 0 views

  •  
    article by Steven Mintz for the Chronicle of HE, July 22, 2013 Excerpt: "But the most important challenge involves a shift in the way students consume higher education. Instead of attending a single institution, students receive credit in multiple ways, including from early-college/dual-degree programs, community colleges, online providers, and multiple universities. Students are voting with their feet, embracing online courses and undermining core curricula, which served as a cash cow, by turning to alternate providers, and pursuing fewer majors that require study of a foreign language." Fifteen innovations: 1. e-advising 2. evidence-based pedagogy 3. decline of lone eagle teaching 4. optimized class time 5. earlier educational transitions 6. fewer large lecture classes 7. new frontiers for e-learning 8. personalized adaptive learning 9. increased competency based and prior learning results; 10. data driven instructions 11. aggressive pursuit of new revenue 12. online and low-residency degrees at flagships 13. more certificates and badges 14. free and open textbooks 15. public-private partnerships
Doris Reeves-Lipscomb

A Catholic Case Against MOOCs - Commentary - The Chronicle of Higher Education - 0 views

  •  
    Interesting POV about how lack of bridging assistance in MOOCs may fall unduly heavily on learners who are not able to integrate ideas with their life experience. Quote: "Daphne Koller, promotes the "personalized" learning that a MOOC can offer. Coursera can track how each learner uses the course material and how his or her quiz performance correlates with given in-course behaviors. With that information, Coursera can guide students toward the activities that will best help them to learn: additional video lectures or a specific discussion-forum thread. I cannot customize each student's education as precisely as Coursera claims it can. But I can personalize it, in the sense that I can help students connect what they learn in my class to who they are as people-their biographies, aspirations, shortcomings. MOOC creators assume that learners' intellects are detachable from their broader life circumstances. You take the MOOC, but you're on your own in figuring out how your learning fits into the rest of your life-or how it might require changing your life. That's fine if you just need to know about analog circuits to work on a specific project. But people come to universities at all ages, with unsettled identities and life plans, or with plans that education itself will unsettle."
Doris Reeves-Lipscomb

The Great Stratification - The Chronicle Review - The Chronicle of Higher Education - 0 views

  •  
    Blog post by Jeffrey J. Williams, Chronicle Review, December 2, 2013 This post on stratification of the teaching role in HE reminds me of our conversations from 1-2 years ago. Imagine a diorama in an American Museum of Occupations showing the evolution of the professor. The exhibit starts in the early 1800s with an austere, black-suited man in a minister's collar, perhaps looking over the shoulder of a student at a rustic desk, with a Greek text open in front of him. In the next scene, from around 1900, he morphs into a pince-nez-wearing gentleman in starched collar and cravat, at a podium delivering a lecture. The professor of 1950 adopts the rumpled bearing of a tweed jacket, pointing with his pipe to a poem or a physics equation on a chalkboard. In the next frame, circa 1990, she wears jeans and is sitting in front of a computer screen. How would the diorama represent the professor of 2020? Some observers predict that she won't exist: In the memorable phrase of Frank Donoghue, a professor of English at Ohio State University, we are living in the age of "the last professors." Less apocalyptic commentators say the professor has experienced "deprofessionalization." Both views try to capture the squeeze on professorial jobs, but they misrecognize fundamental aspects of the changes that have occurred. Rather than extinction, we have seen the steady expansion of academic labor over the past century, and rather than "deskilling," we are undergoing more rather than less professionalization. What has been going on is what sociologists call "differentiation" and "stratification." We are in the era of the Great Stratification. We have tended to see the professor as a single figure, but he is now a multiple being, of many types, tasks, and positions. Given that there are more than 1.4 million college faculty members in the United States, it is clear that they are not disappearing. But the all-purpose professor has faded. We have tended to see the professor as a s
Lisa Levinson

cMOOCs and xMOOCs - key differences | Jenny Connected - 0 views

  •  
    Jenny explains her experiences with cMOOCs and xMOOCs, and the difference between them as xMOOCs go beyond the didactic video lecture approach. She basis her blog on her experiences taking two xMOOCs and the several cMOOCs she has taken and designed and led. One of the biggest differences is that cMOOCs were designed to test out a theory, connectivist theory, while xMOOCs are not theory based. As a result, xMOOCs are convened on a designated platform, while cMOOCs are designed as massive networks, or to create them. Going forward, she believes that the route will depend on our fundamental beliefs of what education is for.
Doris Reeves-Lipscomb

Half an Hour: Beyond Institutions: Personal Learning in a Networked World - 0 views

  •  
    Presentation by Stephen Downes to the London School of Economics, pretty ironic for Stephen to give a lecture on how learning is different now, August 2014. Amazing and funny! "People are looking for learning that isn't so much the repetition of their professors' ideas, but learning that they can apply, that is a part of their life, whether it's part of their life in work, part of their life in their hobbies or their avocations, or part of their life just in what interests them. They expect universities to be flexible." different learning going on The fact is that people learn differently, that they have different objectives, different priorities, different goals, different times that they want to learn, different pets sleeping on their keyboard, all of these impact how people want to learn. That's immediately obvious to anyone who actually looks at people learning. Even as I look around this room, he's on an iPad, she's typing, she's writing on a notepad, he's asleep. Everyone learns differently. Connectivism MOOC George and I launched our MOOC on connectivism, which some of you may have heard of. Most of you may not have heard of it. If you talk about a niche subject, this is as niche as it can get. It's an unknown theory in the field of educational technology.
Doris Reeves-Lipscomb

Here's why MOOCs don't work (and how they can be fixed) - eCampus News | eCampus News - 1 views

  •  
    article in eCampus news that Bronwyn Stuckey identified on Facebook for me on what MOOCs don't have but should. I had never thought about the physical lack of immersion in MOOCs. "There is a totality of experience in the classroom that sitting at home with a laptop cannot deliver. In other words, the 'event boundaries' that generate and support the appropriate cognitions, expectations and behaviors for learning are lacking. I suspect some of this problem could be overcome by using wholly-immersible virtual reality delivery methods, where there is a proper 3d perspective present, and even avatars of the other students too (groups contexts are important for learning - think transactive memories)."
Doris Reeves-Lipscomb

Sebastian Thrun and Udacity: Distance learning is unsuccessful for most students. - 0 views

  • The problem, of course, is that those students represent the precise group MOOCs are meant to serve. “MOOCs were supposed to be the device that would bring higher education to the masses,” Jonathan Rees noted. “However, the masses at San Jose State don’t appear to be ready for the commodified, impersonal higher education that MOOCs offer.” Thrun’s cavalier disregard for the SJSU students reveals his true vision of the target audience for MOOCs: students from the posh suburbs, with 10 tablets apiece and no challenges whatsoever—that is, the exact people who already have access to expensive higher education. It is more than galling that Thrun blames students for the failure of a medium that was invented to serve them, instead of blaming the medium that, in the storied history of the “correspondence” course (“TV/VCR repair”!), has never worked. For him, MOOCs don’t fail to educate the less privileged because the massive online model is itself a poor tool. No, apparently students fail MOOCs because those students have the gall to be poor, so let’s give up on them and move on to the corporate world, where we don’t have to be accountable to the hoi polloi anymore, or even have to look at them, because gross.
  • SG_Debug && SG_Debug.pagedebug && window.console && console.log && console.log('[' + (new Date()-SG_Debug.initialTime)/1000 + ']' + ' Bottom of header.jsp'); SlateEducationGetting schooled.Nov. 19 2013 11:43 AM The King of MOOCs Abdicates the Throne 7.3k 1.2k 101 Sebastian Thrun and Udacity’s “pivot” toward corporate training. By Rebecca Schuman &nbsp; Sebastian Thrun speaks during the Digital Life Design conference on Jan. 23, 2012, in Munich. Photo by Johannes Simon/Getty Images requirejs(["jquery"], function($) { if ($(window).width() < 640) { $(".slate_image figure").width("100%"); } }); Sebastian Thrun, godfather of the massive open online course, has quietly spread a plastic tarp on the floor, nudged his most famous educational invention into the center, and is about to pull the trigger. Thrun—former Stanford superprofessor, Silicon Valley demigod, and now CEO of online-course purveyor Udacity—just admitted to Fast Company’s openly smitten Max Chafkin that his company’s courses are often a “lousy product.” Rebecca Schuman Rebecca Schuman is an education columnist for Slate. Follow This is quite a “pivot” from the Sebastian Thrun, who less than two years ago crowed to Wired that the unstemmable tide of free online education would leave a mere 10 purveyors of higher learning in its wake, one of which would be Udacity. However, on the heels of the embarrassing failure of a loudly hyped partnership with San Jose State University, the “lousiness” of the product seems to have become apparent. The failures of massive online education come as no shock to those of us who actually educate students by being in the same room wit
  • nd why the answer is not the MOOC, but the tiny, for-credit, in-person seminar that has neither a sexy acronym nor a potential for huge corporate partnerships.
  •  
    Slate article by Rebecca Schuman, November 19, on why MOOCs a la Udacity do not work except maybe for people who are already privileged, enjoy fast access to the Internet, have good study habits and time management skills, and time to craft their schedules to fit in MOOCs among other assets/strengths.
1 - 9 of 9
Showing 20 items per page