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markuos morley

Experiences from Massive Open Online Courses (MOOCs) and how the MOOC could potentially... - 13 views

  •  
    My experiences from various MOOCs over the last couple of years condensed into a blog post.
Paige Cuffe

The Ed Techie: Give me an M! - 8 views

  • Open courses don’t need to be massive,
    • Paige Cuffe
       
      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
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  • 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
       
      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.
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    Martin Weller's short blog on what a MOOC is and what it might be.
Paige Cuffe

The Ed Techie: MOOCs Inc - 1 views

    • Paige Cuffe
       
      frustration of learning not only of learners
  • more robust and systematic approach
    • Paige Cuffe
       
      advantage of institutionalisation of MOOCs
  • frustrations on the part of some learners.
    • Paige Cuffe
       
      problems of unstructured approach of 'experimental' style MOOCs
  • ...2 more annotations...
  • explore new pedagogy, technology
    • Paige Cuffe
       
      Role of earlier experimental MOOCs.
  • they are not open in the sense of being reusable and openly accessible
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    Martin Weller's May 2012 MOOC blog. Quick comment on broadening of MOOCs and new players.
onewheeljoe

http://www.mpiweb.org/CMS/uploadedFiles/Article%20for%20Marketing%20-%20Mary%20Boone.pdf - 3 views

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    Harvard Business Review article on Cynefin Framework.
Keith Hamon

Organizing a Massive Open Online Course (MOOC) - 4 views

  • Typically, a MOOC begins by setting up a simple registration website put together by your facilitators
  • Offering a MOOC is like putting on Woodstock. It will probably be chaotic, unruly, produce totally unexpected outcomes
  • Everyone is part participant and part presenter
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  • If your company is looking for ways to expand its client base and position itself as a thought leader, consider hosting a MOOC.
  • For our purposes, consider a MOOC to be a free, open-ended, online course involving potentially thousands of participants using all kinds of social tools like websites, blogs, Facebook, Twitter, discussion forums — you name it — to discuss and learn about a topic from every angle and generate a body of knowledge that all can share.
  • I usually ask clients what they can give away for free that will increase their brand recognition or status. A MOOC is a great example.
    • the necessary ingredients for a MOOC:

      • Knowledge or the opposite of knowledge: a question to which you don’t have an answer, but that you’d like to have answered.
      • People to serve as facilitators.
      • A digital infrastructure.
    • Hosting a MOOC doesn’t require:

      • A large budget for staff.
      • The mandate to measure ROI.
      • A significant input of time, since participants take much of the lead.
      • Physical space, since MOOCs take place in the virtual world.
  •  
    Not just for ed or other training, relevant to local development, PR, marketing, branding, etc. 
  •  
    the necessary ingredients for a MOOC: 
    Knowledge or the opposite of knowledge: a question to which you don't have an answer, but that you'd like to have answered.
    People to serve as facilitators.
    A digital infrastructure.
Lone Guldbrandt Tønnesen

#Change11 Social Media Literacies and Multiple Intelligences | Learner Weblog - 2 views

  •  The use of Personal Learning Environment (PLE) might better align with this MI way of thinking, where the learner would decide which of those capacities he or she has would be of interests for development.
  •  
    Great point in the end about learning managment systems
Lone Guldbrandt Tønnesen

mooc - rheingold - 3 views

  • It isn’t possible or practical to try to control the quality of content and conversation that people publish online -- if it had been possible, there would be no web, no YouTube, no Wikipedia today -- but I contend that it is possible to increase the proportion of the population who know something about what they are doing when they consume or create digital culture.
  • Although the word “literacy” traditionally refers to the skill of encoding and decoding messages or programs in some medium, the kind of literacy required in a world of mass collaboration necessarily involves a social element as well as a personal skill
  • Social media literacies combine the skills of coding and decoding digital media with the social skills necessarily to use online tools in concert with others
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  • We will look at facets of each of these five literacies and engage in learning activities that can both increase our own competencies and provide public useful public goods
Allan Quartly

https://wiki.mozilla.org/images/b/b1/OpenBadges-Working-Paper_092011.pdf - 1 views

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    Discussion paper about Open Badges by Mozilla
Lone Guldbrandt Tønnesen

Ideas from the thirteen weeks of MOOC « Not Worth Printing - 4 views

  • In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes
  • Martin Weller points to the importance of academic institutes recognizing digital scholarship, moving away from the inefficient and costly publishing model and moving towards online publications that better promotes interdisciplinary endeavours
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  • David Wiley and Rory McGreal urge universities to open their content; Wiley further envisions the future of education consisting of learner-generated materials;
  • Building rhizome-like learning networks can foster an environment more conducive to continuous knowledge acquisition and constructio
  • This does not match the way our brain process information, as we are better at learning incremental chunks of knowledge in a meaningful and authentic context.
  • Dave Cormie
  • Clark Quinn’s idea of slow learning
  • Here Jon Dron reminds us that tools themselves are not technology
  • Dron’s definitions of hard vs soft technologies relevant to both formal and informal learning, further help us to undertand that soft technologies are perhaps more useful in building learning and support communities and equipping learners with the ability to  navigate information in networks, thereby promoting lifelong learning.
  • The learners will end up leading the way, as they should.
Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views










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    In 2008, he began a three-year term on the board of directors of the National Book Critics Circle. From 1995 until 2001, he was contributing editor for Lingua Franca. Between 2001 and 2005, he covered scholarship in the humanities as senior writer at The Chronicle of Higher Education. In 2005, he helped start the online news journal Inside Higher Ed, where he serves as Essayist at Large, writing a weekly column called Intellectual Affairs. His reviews, essays, and interviews have appeared in The New York Times, The Washington Post, The Boston Globe, The Nation, Newsday, Bookforum, The Common Review, and numerous other publications. In 2004, he received the Nona Balakian Citation for Excellence in Reviewing from the National Book Critics Circle. He has given papers or been an invited speaker at meetings of the American Political Science Association, the Cultural Studies Association, the Modern Language Association, and the Organization of American Historians. A selection of his work is available at his website. He is also a member of two group blogs, Crooked Timber and Cliopatria.









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    <a href="/taxonomy/term/790" title="Wick Sloane, an end user of higher education, began his first piece for IHE, &amp;quot;Somehow I missed the meeting where the nation decided to exit public higher education. I was, after all, chief financial officer of a public university.&amp;quot; He has gone on to prod and poke and propose ways that the nation, with colleges and universities that proclaim themselves &amp;quot;the best higher education system in the world,&amp;quot; can provide just that education to the millions of students who still cannot afford an education. His first column was adapted from a speech he gave at a higher education conference at the Federal Reserve Bank of Chicago, where he was a visiting fellow for higher education finance. In education, Wick has been a trustee of an independent school, an elected member of a public school system, and chief financial officer of a Research I public university. Finding that the debates on access were lacking good data on the needs of low-income students, Wick has embedded himself at Bunker Hill Community College in Boston, where he teaches expository writing and does other odd jobs. With the support of the Center for College Accountability and Productivity, he published a paper, &amp;quot;The Undebated Billions,&amp;quot; about federal tax subsidies to higher education, and Common Sense, modeled after the Thomas Paine pamphlet, arguing that the four-year bachelor&amp;#39;s degree is obsolete. Six of his pieces for IHE were part of a fellowship to investigate community college financing that Wick won from the Hechinger Institute at Teachers College, Columbia University. He contribute columns to &amp;quot;What the Press Should Ask,&amp;quot; for Nieman Watchdog, published by the Nieman Foundation at Harvard University. Wick holds degrees from the nation&amp;#39;s most highly selective institutions of higher education, Williams College and Yale University. Therefore, by the standards of the academy itself, he must be right.
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  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others.

    The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)

  • MOOCs question the value of teaching as an economic value point.”
  • ...5 more annotations...
  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
Lone Guldbrandt Tønnesen

Authentic Learning ~ #change11 - 5 views

  • We know that people learn best by being actively and collaboratively involved in learning but in universities, we continue to use lectures and other one-way, vessel filling, sage-on-stage, methods to tell students what they need to know
  • An authentic learning approach enables educators to design tasks and assessments that are based on the kinds of activities that are performed in the so called ‘real world’.
  • An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.
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  • realistic
  • think in the same ways as professionals
  • Technology-based cognitive tools
  • the creation of real products and artefacts, and are more worthy of the investment of time and effort in higher education than decontextualised exercises and tasks.
  • The creation of genuine sharable products ensures that authentic learning is in a position to capitalize on the participatory culture afforded by social media.
  • our model to guide your design: http://web.me.com/janherrington/AuthenticLearning/
Allan Quartly

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views

  • 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.
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  • 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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