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Lisa Levinson

Teaching Is Not a Business - NYTimes.com - 0 views

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    Op ed piece by David L. Kirp, a Berkley professor. The business models that are proliferating in educational thinking and assessment does not work, and the greatest determiner of success are the interpersonal relationships of students and teachers, students and students, and teachers and teachers. Adding more and new technology has not been successful because of this. Rewarding "good" schools with merit pay while closing and punishing those in areas of poverty because they are "failing" schools without instituting known programs that engender success is a crime in his view.
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    Op ed piece by David L. Kirp, a Berkley professor. The business models that are proliferating in educational thinking and assessment does not work, and the greatest determiner of success are the interpersonal relationships of students and teachers, students and students, and teachers and teachers. Adding more and new technology has not been successful because of this. Rewarding "good" schools with merit pay while closing and punishing those in areas of poverty because they are "failing" schools without instituting known programs that engender success is a crime in his view.
Doris Reeves-Lipscomb

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

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    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

10 options for implementing a KM strategy | All of us are smarter than any of us... - 0 views

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    Interesting blog post by Chris Collison on starting learning initiatives although he calls them knowledge management, posted July 16, 2013. They are more like variations on a theme than discreet choices. Nevertheless, they are important for enterprise learning facilitators to know about. 1. Top Down, Big Bang-"The challenge, of course is to find ways to keep people's attention - particularly when the board or senior sponsors have moved onto their next big bang." 2. Top Down, Bottom Up--"there is a deliberate effort to harness the energy and passion of workers at the front line, and to involve them in the programme, perhaps as group of advisors or a community of practice." 3. Slipstream--"Slipstreaming is about working in partnership with other initiatives or "transformation projects"" 4. Outside in--"Sometimes things just sound better when they are heard from the outside." 5. Viral--"you need to be prepared for it to be messy - it's a case of let a thousand flowers bloom, pick the best ones and do the weeding and gardening later. However, it's hard to imagine "lessons learned", "knowledge retention" or the creation of knowledge products spreading like wildfire." 6. Stealth--"build up your organization's capability to manage and share knowledge without them realising what your master plan actually is." 7. Copycat--" it's often successful to point to examples of successful KM from other organisations (competitors and customers are particular impactful) to create some "me too" or "me better" demand." 8. Pilot--"A pilot enables you to try the aspects of KM most likely to make a difference quickly, to build credibility locally, and to learn from each implementation." 9. Buffet Menu--"this approach works with the demand already present, and provides an array of tools and techniques which the organisation chooses from at will, once their "palate" is sufficiently educated." 10. Phoenix from the Ashes--"For a lot of organisation
Doris Reeves-Lipscomb

Half an Hour: Evaluating a MOOC - 0 views

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    Stephen Downes' blog Excerpt: "The process perspective asks whether the MOOC satisfied the criteria for successful networks. Of these, the most important are contained in what I call the Semantic Condition, which ensures that the MOOC remains a living system. The semantic condition contains four parts: autonomy, diversity, openness, and interactivity. The MOOC is assessed against each of these and a degree of compliance may be found."
Lisa Levinson

Success of Online Courses Weighed - NYTimes.com - 0 views

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    Mixed results for Udacity Moocs at San Jose State University.
Doris Reeves-Lipscomb

OLDSMOOC Design « Jenny Connected - 0 views

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    Jenny Mackness does it again: making important distinctions between curriculum led and community led learning within MOOCs; and how the balance may change based on successful formation of learning groups within the MOOC. She also asks about the difference between learning design and planning for learning. 1.14.23 on her blog.
Doris Reeves-Lipscomb

Enterprise Community Management: "joining up" learning and working « Learning... - 0 views

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    Great blog post by Jane Hart at Learning in the Social Workplace on Enterprise Community Management for managing and supporting learning within the workplace. It takes the comments by Donna LaCoy in 2012 discussion about how learning is not always a recognized component of work to show that in fact, someone has to manage and support such learning in ECM. Excerpt: his emerging practice is known as Enterprise Community Management (ECM), and is much wider than just supporting one small team or community of practice within an organisation, but is about having responsibility for building and sustaining a community across the whole of the organisation. In fact as ECM can include a significant range of responsibilities, in a large organisation it undoubtedly needs to be undertaken by a number of people. Screen Shot 2013-03-17 at 08.14.02ECM activities are likely to include integrating all social and collaborative initiatives into a common platform planning the new community's strategic approach promoting and supporting its use within training (both online and face-to-face, but particularly within induction/onboarding) helping to support its use for team knowledge- and resource-sharing supporting individuals as they build and maintain communities of practice and other interest groups developing an ongoing programme of both face-to-face and online activities and events - to encourage employee engagement on an ongoing basis helping to model social and collaborative working and learning behaviours as a major part of helping workers use the technology building the new personal and social skills required for productive collaboration in the organisation measuring the success of community in terms of business performance (not just in terms of social activity) Whoever takes on these ECM responsibilities is going to have a significant influence and impact on the business. But more than this, as face-to-face training goes out of fashion an
Doris Reeves-Lipscomb

Walk Deliberately, Don't Run, Toward Online Education - Commentary - The Chronicle of H... - 0 views

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    Blog post by William Bowen, March 25, 2013, on movement towards online education. He would like more hard evidence to understand impact/success among other effects, tool kits (platforms), new mind-set to attempt online to reduce costs without adversely affecting educational outcomes, what we must retain in terms of central aspects of life on campus such as "minds rubbing against minds." Excerpts: "My plea is for the adoption of a portfolio approach to curricular development that provides a calibrated mix of instructional styles." ... "Their students, along with others of their generation, will expect to use digital resources-and to be trained in their use. And as technologies grow increasingly sophisticated, and we learn more about how students learn and what pedagogical methods work best in various fields, even top-tier institutions will stand to gain from the use of such technologies to improve student learning."
Doris Reeves-Lipscomb

10 Post Types That Gets Plenty of Shares - 0 views

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    Excellent list of ideas for successful blogging by Yeremi Bolton, February 28, 2012, BuzzingUp.
Doris Reeves-Lipscomb

Disruption Ahead: What MOOCs Will Mean for MBA Programs » Knowledge@Wharton - 0 views

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    Very interesting transcript of interviews with two Wharton professors on impact of MOOCs on their MBA programs. "So, in the last year, when I've taught product design, I've posed to myself the challenge: What can we do in the classroom that can only be done when 60 people are together sharing the same time and location? I have them watch the video offline, and then when we get together, we do a simulation or an exercise or presentations or group work - things that can only be done in that location when we're all together." Excerpt on completion rate: Knowledge@Wharton: Despite the evident advantages, one of the challenges that all MOOCs face is that the completion rate typically tends to be pretty low. I wonder both as teachers and as researchers, what you have learned through your experience that might be relevant to business schools? Ulrich: The completion rate statistic is a red herring. People like to trot it out, but it doesn't seem terribly relevant to me. If you think about what the barrier is to registering for a MOOC, it's literally one click in a Coursera environment. So many people enroll to check it out, to watch a few videos, to see what it's all about. Sponsored Content: My MOOC requires hundreds of hours of effort to complete a substantial design project. Very, very few people are willing to put in hundreds of hours, but many people are interested in learning a little bit about customer needs or aesthetics in design or prototyping, so they watch a few videos. We think pretty carefully in MOOCs about three categories of learners. Those who are just browsing; those who want to view the material but won't do the work; and then those who will do all of the work. So as I say, that narrow completion statistic is not meaningful in terms of evaluating the success of the MOOCs.
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.
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    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

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

  • 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
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  • 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.
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    essay by George Siemens, 1/31/14, on why MOOCs and the discussion/dialogue they promote are good for higher learning overall.
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