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The Virtuous Middle Way | iterating toward openness - 2 views

opencontent.org/...2025 self-directed learning openness
shared by Tai Arnold on 02 Oct 11 - No Cached
  • The purpose of the machinery of education is to improve the efficiency of learning. The spirit of education should include respecting the agency of learners. It would be just as inappropriate to use coercive torture techniques to improve the efficiency of learning as it would be to eliminate the provision of specific, direct guidance in the name of agency. As with much else in life, our goal here should be to find and walk the virtuous middle way.
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A Language Learning MOOC #EFL #ESL « A Point of Contact - 4 views

apointofcontact.wordpress.com/...language-learning-mooc-efl-esl
shared by tatiluna on 21 Sep 11 - No Cached
  • One important aspect of such a context is that often non-Western, and thus non-English speaking cultures do not have as much or the same experience with Distance Learning and Autonomous Learning. A MOOC structure seems to assume a certain level of familiarity with both, so this is one reason why more activity and guidance are a must in an LMOOC.
    • tatiluna
      tatiluna on 26 Sep 11
       
      This is an important point that also should be emphasized more in the current Change11 MOOC, and also in the future with any other MOOCs if other kinds of students are going to participate.  In talking about education in other parts of the world, such as we have already hearing Zoraini Wati-Abas speak, we have to first understand the difference in structure or approach in that country.  OUM and the SMS strategy are more interesting when placed in the context of a country that has never seen such widespread distance learning before.  From my time spent in China, I think distance education would work well and be very appealing for many young people, but it may not be adopted for its inherent openness and difficulty to control.
  • wayupnorth on 21 Sep 11
     
    great thoughts about flexibility and self-directed potential of LMOOC
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educational-origami - home - 10 views

edorigami.wikispaces.com #change11 education technology learning web2.0 wiki resources e-learning Bloom taxonomy digital change11
shared by Allan Quartly on 24 Sep 11 - Cached
tatiluna liked it
  • Allan Quartly on 24 Sep 11
     
    Wiki covering Bloom's Digital Taxonomy.
  • Pip Cleaves on 29 Sep 11
     
    You might also like this Bloom's Digital Taxonomy and Web Tools Poster: http://dl.dropbox.com/u/12784871/Bloom%27s%20Digital%20Taxonomy%20and%20Web%202%20Tools%20Poster.pdf It is important to me that we ensure the 'crete' level is not a tiny triangle, but a large box. Creation is an important part of 21stC Skill aquisition.
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Public Engagement as Collateral Damage : The Digital Scholar: How Technology Is Transfo... - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-007.xml scholarship
shared by Rob Parsons on 09 Oct 11 - No Cached
  • ‘Public engagement’ involves specialists in higher education listening to, developing their understanding of, and interacting with non-specialists. The ‘public’ includes individuals and groups who do not currently have a formal relationship with an HEI through teaching, research or knowledge transfer.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      As exemplified by the currently difficult area of "public understanding of science", which is a very good example of where academics need to be engaging - not just science academics, but e.g. social science academics.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      While Amazon's long tail is visible, its dimensions ahve been subject to amendment: http://radar.oreilly.com/2005/08/amazons-long-tail-not-so-long.html Looks as if pareto may hold. I'm not aware of more up to date research.
  • This can be realised through specific projects, such as the OER projects many universities are initiating. However, long-tail models only work when there is sufficient content to occupy the tail. In order to achieve this scale of content in a sustainable manner, the outputs listed above need to become a frictionless by-product of the standard practice, rather than the outcomes of isolated projects.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      How does this work with ?increasing? marketisation of universities? Will the long tail contract?
  • ...1 more annotation...
  • In this chapter I have argued that we can view higher education as a long-tail content production environment. Much of what we currently aim to achieve through specific public engagement projects can be realised by producing digital artefacts as a by-product of typical scholarly activity. My intention is not to suggest that this is the only means of performing public engagement; for example, engaging with local schools works well by providing face-to-face contact with inspiring figures. As with other scholarly functions, some will remain, but the digital alternative not only allows for new ways of realising the same goals but also opens up new possibilities.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I'm in two minds. I like what Martin says about public engagement as a by product as well as PE as a deliberate activity. But I don't think the long tail metaphor fits it.
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GLOBE: Home - 0 views

classic.globe.gov collective knowledge connected science escience
shared by Yukon syl on 06 Oct 11 - Cached
  • Yukon syl on 06 Oct 11
     
    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system
  • Yukon syl on 06 Oct 11
     
    this is a good example of connected knowledge building and certainly of collective knowledge. What's unique about this is the explicit involvement of children around the world.
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Downes-Wiley.pdf (application/pdf Object) - 2 views

www.downes.ca/...Downes-Wiley.pdf stephendownes downes pdf david wiley
shared by markuos morley on 10 Oct 11 - No Cached
  • markuos morley on 10 Oct 11
     
    Stephen Downes and David Wiley conversation about Open Education.
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The Medals of Our Defeats : The Digital Scholar: How Technology Is Transforming Scholar... - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-013.xml scholarship
shared by Rob Parsons on 09 Oct 11 - No Cached
  • Nicholas Carr's (2008) article ‘Is Google Making Us Stupid?’ struck a chord with many people. Carr's (2010) argument, which he fleshes out in his book The Shallows, is that our continual use of the net induces a superficiality to our behaviour. He says this is felt particularly when trying to read a complex piece:
  • The issue of quality is perhaps more keenly felt when we consider teaching. I raised the idea of pedagogy of abundance in Chapter 8, and in such a pedagogy the content will vary greatly in terms of quality.
  • the question is not whether some people produce poor quality content, obviously they do and the majority in fact, but whether as a whole this system can produce high-quality content.
  • ...10 more annotations...
  • As neuroscientist Joshua Greene puts it, ‘the Internet hasn't changed the way we think anymore than the microwave oven has changed the way we digest food. The Internet has provided us with unprecedented access to information, but it hasn't changed what we do with it once it's made it into our heads’ (Gerschenfeld 2010).
  • Whether there are social and behavioural impacts of operating online is a serious question, however. Just as the television had serious social impacts, we must accept that computers and Internet will also have consequences. These will undoubtedly be a mixture of positive and negative, but I would argue that using pseudo-scientific explanations to back up prejudices will not help us address these issues.
  • For educators there are two main issues; the first is the extent to which they help students manage their online identity, and the second is how they manage their own boundary between personal and professional life.
  • The over-adoption of tools can lead to what has been termed ‘creepy tree house’ syndrome (Stein 2008) when authority is seen to try and invade a young person's social space.
  • There is strong resistance from students to universities and lecturers making formal use of social networks as this is seen as an invasion of their social space (e.g. Madge 2009).
  • For the teaching function of scholarship then the question is ‘How can educators utilise the potential of these tools without destroying what makes them valuable to students?’
  • I would suggest the following as the most challenging for digital scholarship: Moving beyond the superficial – many successful Web 2.0 services essentially allow a very simple function, for example, sharing a photograph. Can we use the same techniques for deeper, more difficult tasks?
  • Understanding quality – this is not just about maintaining current quality, as this may not be appropriate in many forms, but appreciating when different levels of quality can be used.
  • Managing online identity – there is a tension for scholars and their students in gaining the benefits of a social network, which thrives on personal interactions, while not compromising professional identity.
  • Ownership of scholarly functions – there is also a dilemma regarding how much of scholarly discourse and activity we give over to cloud computing services and whether the benefits in terms of widespread use and (often) superior tools outweigh the potential risks.
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How Online Innovators Are Disrupting Education - Jason Orgill and Douglas Hervey - Harv... - 4 views

blogs.hbr.org/...nline_innovators_are_disr.html
shared by Tai Arnold on 05 Nov 11 - No Cached
  • In fact, Gates, Khan, and teachers at the academy argue that online education can liberate teachers, allowing them to engage in more creative and influential one-on-one mentoring.
  • teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current models
  • Targeting non-consumers creates less backlash from teachers' unions and administrators, and could even generate student referrals from incumbents themselves.
  • Tai Arnold on 05 Nov 11
     
    "teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current model"
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http://www.mpiweb.org/CMS/uploadedFiles/Article%20for%20Marketing%20-%20Mary%20Boone.pdf - 3 views

www.mpiweb.org/...rketing%20-%20Mary%20Boone.pdf change11 Cynefin networks #change11 education decision
shared by onewheeljoe on 06 Apr 12 - No Cached
  • onewheeljoe on 29 Apr 12
     
    Harvard Business Review article on Cynefin Framework.
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The Ed Techie: Give me an M! - 8 views

nogoodreason.typepad.co.uk/...give-me-an-m.html MOOC change11 OU
shared by Paige Cuffe on 28 May 12 - No Cached
  • Open courses don’t need to be massive,
    • Paige Cuffe
      Paige Cuffe on 28 May 12
       
      YES! Some things have to be discussed in a group, not a series of 'like-minded' sub-groups.
  • one of the potential benefits of MOOCs is a form of liberation of the curriculum
  • support
  • ...2 more annotations...
  • what might be interesting is the combination of MOOCs with local, face to face support.
  • we’re coming back to educator constructed courses.
    • Paige Cuffe
      Paige Cuffe on 28 May 12
       
      This is what addresses the 'learner frustration'!!! Come to learn from others because I can't get there from OERs alone... I am seeking expert guidance.
  • Paige Cuffe on 28 May 12
     
    Martin Weller's short blog on what a MOOC is and what it might be.
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A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views

www.irrodl.org/...2025 pedagogy abundance change11 e-learning technology
shared by Allan Quartly on 29 Nov 11 - No Cached
  • Teaching presence is much harder to facilitate as learners do not necessarily have contact with the educator, but it is the teaching presence that heightens cognitive presence (Annand, 2011).
  • This research showed the importance of making connections between learners and fellow-learners and between learners and facilitators. Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
  • The type of support structure that would engage learners in critical learning on an open network should be based on the creation of a place or community where people feel comfortable, trusted, and valued, and where people can access and interact with resources and each other.
  • ...3 more annotations...
  • The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
  • The facilitator also needs to be dynamic and change throughout the course.
  • Novices can best be supported through a series of activities that are structured on connectivist learning principles with a goal to enhance autonomy and the building of personal learning networks.
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