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Doris Reeves-Lipscomb

Half an Hour: Becoming MOOC - 0 views

halfanhour.blogspot.com/...becoming-mooc.html

cMOOC xMOOC Downes blog Change_MOOC

shared by Doris Reeves-Lipscomb on 12 Feb 15 - No Cached
  • Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex. Classrooms which emulate the 'fuzziness' of this learning will be more effective in preparing learners for life-long learning." (Siemens, 2004)
  • There are two types of MOOCs.
  • An xMOOC
  • ...15 more annotations...
  • cMOOC
  • major criticism of the cMOOC is based on the free-form nature
  • Students have to manage their own time, find their own resources, and structure their own learning.
  • navigating the chaos and making learning decisions is the lesson in a cMOOC.
  • 21st century literacies, and digital literacies.
  • connectivity with people worldwide
  • constant flow of information
  • Framework for 21st Century Learning, which addresses several dimensions of this new type of learning, including core skills of collaboration, creativity, communication and critical thinking, and supporting skills such as workplace skills, information media skills, and the traditional core types of literacy and numeracy.
  • literacies specific to the digital medium itself
  • Mozilla Foundation
  • Web Literacy Map
  • Three major types of skills are identified: exploring, building and connecting.
  • previously under-represented function of sociality and connection.
  • The theory of knowledge underlying the creation of the cMOOC suggests that learning is not based on the idea of remembering content, nor even the acquisition of specific skills or dispositions, but rather, in engaging in experiences that support and aid in recognition of phenomena and possibilities in the world.
  • Cognitive dissonance is what creates learning experiences.
  • Doris Reeves-Lipscomb on 12 Feb 15
     
    Excellent comparison of xMOOC and cMOOC and justification of cMOOC by who else, the cMOOC creator himself, Stephen Downes, February 11, 2015. Highly recommend it.
Lisa Levinson

Network Era Fluency | Harold Jarche - 0 views

www.jarche.com/...network-era-fluency

networks fluency literacy skills learning

shared by Lisa Levinson on 09 Jul 13 - No Cached
  • Lisa Levinson on 09 Jul 13
     
    An especially good blog (IMO) by Harold Jarche on the intersection of Individual, community, and network fluency, and the intersection and interplay of all 3 and the literacies necessary to be part of global networks to solve global issues.
Lisa Levinson

Field Notes for 21st Century Literacies | HASTAC - 1 views

www.hastac.org/...-notes-21st-century-literacies

hastac literacies pedagogy learning peer teaching digital teaching WLStudio

shared by Lisa Levinson on 30 Jan 14 - No Cached
  • Lisa Levinson on 30 Jan 14
     
    A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning, written by the 21st Century Collective, which includes Cathy Davidson. Includes contributions organized by Motivations, Provocations, Invitations
Doris Reeves-Lipscomb

The CRAP Test | Work Literacy - 0 views

www.workliteracy.com/the-crap-test

information_literacy crap literacy evaluation research

shared by Doris Reeves-Lipscomb on 04 Jan 12 - Cached
  • Doris Reeves-Lipscomb on 04 Jan 12
     
    CRAP Test questions for distinguishing between legitimate and less-than-legitimate information C--Currency R--Reliability A--Authority P--Purpose/Point of view
Doris Reeves-Lipscomb

George Siemens on Massive Open Online Courses (MOOCs) - YouTube - 0 views

www.youtube.com/watch

MOOCs siemens online_learning Rheingold Change_MOOC

shared by Doris Reeves-Lipscomb on 13 Sep 11 - No Cached
  • Doris Reeves-Lipscomb on 13 Sep 11
     
    Howard Rheingold interviews George Siemens on MOOCs, May 2011, 21 minutes long video Youtube based, Week 1, September 12, 2011 EXCERPTS that intrigue me: At 2.12 into interview: "We encouraged people to create their own spaces. Our assumption was that educational institutions need to stop providing spaces for learners to interact, and allow learners to bring their spaces with them which means they have an archive. So people were setting up spaces in Second Life. We had the course syllabus translated into 5 languages, we had 2,300 people signed up to join. We let people do basically what they wanted." At 3:22 -"We wrap the social elements around the content. That's how traditional education is done. Here is your text, here is your readings, now talk about it. Our assumption was partly that we wanted the social interactions to actually produce the content which doesn't mean that we wanted to run through open meadows learning randomly. We still started off each week with readings, literature that we wanted them to engage in, videos, we wanted to keep everything open. We did have a closed journal but those were optional." 4:11 "The content isn't what you are supposed to master at the starting point. The content we provide you with at the start is the catalyst to converse, to form connections with other learners in the course, with other academics around the world, to use the content as a conduit for connections. Because once the course ends, the learning experience typically in a university setting typically stops. It's done. And even if you are really passionate about it, the university severs those connections on your behalf. But with the internet, those connections exist well past the course." But if your colleagues are blogging ... or are active on the internet, it's easy to stay connected. 6:05 HR question: In regard to Moodle are you using a Discussion Board or chat board, what parts of Moodle are you using? 6:12 "We are continuing to experime
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