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Doris Reeves-Lipscomb

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

www.slate.com/...cessful_for_most_students.html

mooc education Udacity failure Thrun womenslearningstudio

shared by Doris Reeves-Lipscomb on 27 Dec 13 - No Cached
  • 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.
  • Doris Reeves-Lipscomb on 27 Dec 13
     
    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.
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
Lisa Levinson

The Ed Techie: If education were free, what would MOOCs be? - 0 views

nogoodreason.typepad.co.uk/...-free-what-would-moocs-be.html

MOOC education free e-learning open

shared by Lisa Levinson on 26 May 13 - No Cached
  • Lisa Levinson on 26 May 13
     
    Germany has abolished student fees for higher education. In his blog, The Ed Techie, Martin Weller explores what would happen to MOOCs if this were the case everywhere. He is a professor of Educational Technology at Open University in the UK. Is the author of: The Digital Scholar: How Technology is Changing Academic Practice
  • Lisa Levinson on 26 May 13
     
    You probably know about this blog, but I just discovered this. Interesting and mostly about MOOCs.
Doris Reeves-Lipscomb

Size Isn't Everything - The Chronicle Review - The Chronicle of Higher Education - 0 views

chronicle.com/...136153

moocs Chronicle_HE mash-up

shared by Doris Reeves-Lipscomb on 17 Dec 12 - No Cached
  • Doris Reeves-Lipscomb on 17 Dec 12
     
    article by Cathy N. Davidson, The Chronicle Review, December 10, 2012 Excerpt: "The lab means to remake education from preschool onward, adding in such fabulous open-source learning experiences as Scratch, a free online resource that has enticed more than a million kids to create and share animations, and mix and remix narratives and games while learning basic programming skills. In the words of Joi Ito, the dynamic new head of the lab, himself a famous college dropout, the key to 21st-century learning is "antidisciplinary," not just "interdisciplinary." Ito's goal is "a world of seven billion teachers," where everyone on the planet has something important to teach to someone else, and everyone does." Excerpt: "Read against Wired UK's story, the opportunity Forbes describes seems revolutionary but, in its DNA, is the opposite. The MOOC model depicted here ossifies the already outdated mission of 19th-century education. Far too many of the MOOC's championed in the article use talking heads and multiple-choice quizzes in fairly standard subject areas in conventional disciplines taught by famous teachers at elite universities. There is little that prepares students for learning in the fuzzy, merged world that Negroponte sees as necessary for thriving in the 21st century. Making courseware "massive" may dangle the eventual possibility of trillion-dollar profits (even if they have yet to materialize). But it does not "fix" what is broken in our system of education. It massively scales what's broken."
Doris Reeves-Lipscomb

The Massive Open Online Professor | Academic Matters - 0 views

www.academicmatters.ca/...-massive-open-online-professor

lifelong_learning learning_online PD Carson Schmidt Academic_Matters

shared by Doris Reeves-Lipscomb on 09 May 12 - No Cached
  • Doris Reeves-Lipscomb on 09 May 12
     
    article in Academic Matters, the Journal of Higher Education, by Stephen Carson and Jan Philipp Schmidt, May 2012 issue. Excerpt: "Expertise will be earned and maintained through ongoing lifelong education, not conferred once and good for life. Open learning systems offer the possibility for the kind of continuous lifelong learning that will be necessary as the pace of technological and scientific knowledge development increases. Like athletes, learners will not just learn once, but will maintain a level of performance ability in their chosen field through ongoing study and participation in learning communities."
Doris Reeves-Lipscomb

Open Social Learning in Higher Education: An African Context -- By George Siemens & Kat... - 1 views

www.youtube.com/watch

cpsquare learning siemens matheos video social-learning africa

shared by Doris Reeves-Lipscomb on 29 Jan 14 - No Cached
  • Doris Reeves-Lipscomb on 29 Jan 14
     
    video that came up in CPsquare discussion 10/2013 on Open Social Learning in Higher Education
  • Brenda Kaulback on 29 Jan 14
     
    In trying to implement an open course for educators in West Africa, they found that everyone engaged, except the West Africans
Doris Reeves-Lipscomb

Siemens.pdf (application/pdf Object) - 0 views

itforum.coe.uga.edu/...Siemens.pdf

MOOC Siemens PDF network learning

shared by Doris Reeves-Lipscomb on 31 Oct 12 - No Cached
  • Doris Reeves-Lipscomb on 31 Oct 12
     
    This paper written by George Siemens in 2008 on Learning in Networks raises issues very similar to those we are raising in our discussion. Google Scholar, Scopus, and open access journals offer increased access to academic resources; an extension to more informal approaches such as regular internet search and Wikipedia. Social software (blogs, wikis, social bookmarking, instant messaging, Skype, Ning) provide opportunities for learners to create, dialogue about, and disseminate information. But what becomes of the teacher? How do the practices of the educator change in networked environments, where information is readily accessible? How do we design learning when learners may adopt multiple paths and approaches to content and curriculum? How can we achieve centralized learning aims in decentralized environments? This paper will explore the shifting role of educators in networked learning, with particular emphasis on curatorial, atelier, concierge, and networked roles of educators, in order to assist learners in forming diverse personal learning networks for deep understanding of complex fields.
Doris Reeves-Lipscomb

nsf.gov - Education & Human Resources (EHR) Discoveries - One Click Away: Online Course... - 0 views

www.nsf.gov/...disc_summ.jsp

MOOC Kaw USF Change_MOOC

shared by Doris Reeves-Lipscomb on 28 Oct 13 - No Cached
  • Doris Reeves-Lipscomb on 28 Oct 13
     
    Article on Autar Kaw, mechanical engineering professor at USF in Tampa. He won the professor of the year award from Carnegie Foundation in 2012. "As a pioneer in open courseware resources, Kaw is mindful of the impact that massive open online courses (MOOCs)--those in which students participate through the Internet--will have on learning and higher education. According to Kaw, the most effective MOOCs will include thoughtful interaction between students and their instructor. If MOOCs fail to include this component, "we will start losing a lot of students. Many students will get lost in the material and that will be a travesty, especially for students from low-income families." "
Doris Reeves-Lipscomb

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

chronicle.com/...140479

innovation learning HE Mintz

shared by Doris Reeves-Lipscomb on 22 Jul 13 - No Cached
  • Doris Reeves-Lipscomb on 22 Jul 13
     
    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

Is Peer Input as Important as Content for Online Learning? | MindShift - 0 views

blogs.kqed.org/...as-content-for-online-learning

P@PU MOOC MIT learning_online learning collaborative_learning

shared by Doris Reeves-Lipscomb on 04 May 12 - No Cached
  • Doris Reeves-Lipscomb on 04 May 12
     
    Article in MindShift, KQED, April 24, 2012 by Nathan Miton. Fabulous because it recognizes that content is one leg of learning stool. Excerpt: But at such a huge scale, what are the digital methods of teaching that work best? Philipp Schmidt, founder of the free online university P2PU, preaches three building blocks: community, recognition and content. Endorsement of peer learning potential Excerpt: The Stanford professors readily admit that some of the students who participated in their online courses provided their peers with deeper, more comprehensive answers than they were able to. The exponential explosion in opportunities for learning. Excerpt: in the past 10 years I've heard people say campus-based education better look out, that this will be threatening to their business model, and I've never really felt that until the last six months. The pace of change in open education is qualitatively different than it was even a few months ago." A new breed of digital pedagogy/andragogy/heutagogy Excerpt: "We probably haven't fully made the transition to digitally native pedagogies and learning approaches," Carson said. "The first generation of distance learning is basically an attempt to move the classroom online, and I think that part of the scalable learning of these massive courses is the breakdown of that model."
Doris Reeves-Lipscomb

Connected Learning - 0 views

connectedlearning.tv

connected learners learning connected video

shared by Doris Reeves-Lipscomb on 02 Mar 12 - No Cached
  • Connected learning is when you’re pursuing knowledge and expertise around something you care deeply about, and you’re supported by friends and institutions who share and recognize this common passion or purpose. Click here to learn more about the connected learning model and the research that supports it.
  • Doris Reeves-Lipscomb on 02 Mar 12
     
    Absolutely fabulous video (6 minutes) on Connected Learning and how we must change the outcomes based focus of education to awaken the curiosity of each learner and engage with them in learning how to learn given the distribution of resources, ideas, experts, etc. while preserving the learners' autonomy, access to diversity, openness to others for learning, interactivity with similar and diverse co-learners, etc. Film by Nic Askew at Soulbiographies.com interviewing McArthur Foundation person and two professors of education
Doris Reeves-Lipscomb

the cost of learning « inside the ivory tower - 0 views

insidetheivorytower.wordpress.com/...the-cost-of-learning

open learning initiative online_learning Change_MOOC #change11

shared by Doris Reeves-Lipscomb on 24 Jan 12 - No Cached
  • Doris Reeves-Lipscomb on 24 Jan 12
     
    A blog titled "Inside the Ivory Tower" about teaching musings. This blog brings up the issue of cost in teaching and learning, i.e., the online courses that this professor designs and teaches are often shared by students with non-enrolled learners. The nonenrollees get the materials but not the camaraderie in the online classroom or credential or tutoring that completing this class at the instituion under the teacher's guidance provides enrolled students. The professor would like to share his/her knowledge with the world but his/her reimbursement package is based solely on the # of enrolled students. He is still paying for his own higher education and that of two children, and soon, a third child. What is fair use in this situation when the teacher is just getting by economically himself/herself? It begs the question: How can open learning initiatives that have started at MIT, Carnegie Mellon, etc. be emulated at state universities or other less well endowed settings? Further, how can professional associations offer MOOCs or COOLS when they are not capitalized to do so?
Doris Reeves-Lipscomb

The attack on higher ed - and why we should welcome it | ideas.ted.com - 0 views

ideas.ted.com/m-and-why-we-should-welcome-it

higher ed MOOCs Siemens Change_MOOC

shared by Doris Reeves-Lipscomb on 31 Mar 15 - No Cached
  • Yet our original vision continues to shape our research and teaching practices: networking individual learners to foster knowledge creation. It remains my firm belief that the complex challenges that society faces can only be met through a learning architecture that emphasizes knowledge generation over knowledge duplication.
  • As 2013 drew to a conclusion, the 18-month intoxicating hype machine produced the inevitable headache.
  • They discovered, on the backs, or within the wallets, of their VC partners, that knowledge building is a complex integrated system with multiple facets. The linear nature of MOOC solutions to the perceived problems of higher education (better instructional software and greater numbers of learners) failed to account for knowledge building as an integrated social, economic and cultural activity of society
  • ...4 more annotations...
  • Universities have not kept pace with learner needs and MOOCs have caused a much needed stir — a period of reflection and self-assessment. To date, higher education has largely failed to learn the lessons of participatory culture, distributed and fragmented value systems and networked learning. MOOCs have forced a serious assessment of the idea of a university and how education should be related to and supportive of the society in which it exists.
  • MOOCs will begin to include ideas around personalizing and adapting the learning experience. Several projects, such as CMU’s Open Learning Initiative, suggest the role of adaptive learning in MOOCs. Instead of one course for 100,000 learners, each learner gets her own course, reflective of her knowledge profile. Many of the current shortcomings of MOOCs, such as poor completion rates, stem from companies trying to build scale before tackling personalization.
  • For MOOCs or their successors to survive and thrive, the question of offering recognition that is itself widely recognized becomes a critical indicator of success.
  • The discussion they have generated reflects a university system struggling with its transition to a digital world.
  • Doris Reeves-Lipscomb on 31 Mar 15
     
    essay by George Siemens, 1/31/14, on why MOOCs and the discussion/dialogue they promote are good for higher learning overall.
Lisa Levinson

Massive Open Online Courses Are Multiplying at a Rapid Pace - NYTimes.com - 0 views

www.nytimes.com/...ltiplying-at-a-rapid-pace.html

MOOC education web3.0 courses nytimes

shared by Lisa Levinson on 04 Nov 12 - No Cached
  • Lisa Levinson on 04 Nov 12
     
    The New York Times examine the MOOC phenomena.
Doris Reeves-Lipscomb

What's the "problem" with MOOCs? « EdTechDev - 0 views

edtechdev.wordpress.com/...whats-the-problem-with-moocs

MOOC MOOLE SMOOC Holton Change_MOOC change11

shared by Doris Reeves-Lipscomb on 09 May 12 - No Cached
  • Doris Reeves-Lipscomb on 09 May 12
     
    Interesting assessment of MOOCs and push toward MOOLEs on EdTechDev (developing educational technology), early May 2012 Lisa Lane shows up in comments advocating for her SMOOC (small to medium open online course) on pedagogy. Need to check it out. She has a lot of cred with me!
Lisa Levinson

'Mechanical MOOC' to Rely on Free Learning Sites - NYTimes.com - 0 views

www.nytimes.com/...ly-on-free-learning-sites.html

MOOC mechanical open_source

shared by Lisa Levinson on 02 Sep 12 - No Cached
  • Lisa Levinson on 02 Sep 12
     
    a new MOOC model: uses open source web content as course design. Won't need a traditional instructor or large start-up investment. Known as a mechanical MOOC.
Doris Reeves-Lipscomb

Links-up Expert Testimonials - Roni Aviram - YouTube - 0 views

www.youtube.com/watch

Links-Up testimonials web2.0 Aviram youtube

shared by Doris Reeves-Lipscomb on 09 Dec 11 - No Cached
  • Doris Reeves-Lipscomb on 09 Dec 11
     
    Somewhat pessimistic view of formal educational systems failing to embrace the learning potential supported by new social technologies. Aviram says that culture determines learning boundaries and the use of 2.0 technology. Scandinavia and Holland are open in their learning attitudes; most of the rest of Europe and the United States are not.
Lisa Levinson

A Pedagogical Look at MOOCs | Institute of Learning Innovation Blog - 1 views

beyonddistance.wordpress.com/...a-pedagogical-look-at-moocs

MOOCs networks patterns engagement learning blog

shared by Lisa Levinson on 21 Feb 14 - No Cached
  • Lisa Levinson on 21 Feb 14
     
    Terese Bird and Grainne Conole are holding a webinar on A Pedagogical Look at MOOCs. Funded by the EU project eMundus, they are trying to map out patterns of open educational partnerships between institutions around the world. This webinar will take a pedagogical look at MOOCs. They chose 5 MOOCs, each corresponding to a primary learning approach. They then mapped each MOOC against the 12 dimensions Grainne identified. The blog goes on to attempt to do this with one MOOC as an example.
Doris Reeves-Lipscomb

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

chronicle.com/...143285

facilitator educator stratification Williams Chronicle_HE Change MOOC

shared by Doris Reeves-Lipscomb on 02 Dec 13 - No Cached
  • Doris Reeves-Lipscomb on 02 Dec 13
     
    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
Doris Reeves-Lipscomb

P2PU | Designing Collaborative Workshops - 0 views

p2pu.org/...igning-collaborative-workshops

P2PU workshop collaborative_learning

shared by Doris Reeves-Lipscomb on 22 Aug 13 - No Cached
  • Doris Reeves-Lipscomb on 22 Aug 13
     
    Very interesting course offered at P2PU on designing collaborative workshops. Looks like this one is three weeks long with 3 synchronous sessions in Google Hangout. Under the About tab: Seems like learning bubbles? "Increasingly informal and temporary learning spaces are being set up in many spheres. These include technology and open education conferences, counter-summits, BarCamps, hackathons and many other events."
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