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Lone Guldbrandt Tønnesen

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

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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.”
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  • 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
anonymous

Gamification in the Realm of Employee Training - 1 views

  • instead of thinking about creating learning objectives, gamification forces a designer to think about creating a challenge. All good games begin with a challenge; instruction should begin with a challenge and not with objectives
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.
James Mackenzie

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education |... - 5 views

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    ChangeMOOC
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    what is a self-organising system? They don't define. In a strict sense there cannot be such a thing - if any thing is in touch with its environment then it is being organised by its environment as much as by itself. Alternatively, "self-organising" is an unnecessary tautology - it doesn't add anything to the idea of a thing being a system. At best, chaos/complexity is a very loose analogy, not very helpful - because this learning network process is not shown to behave in exactly the ways prescribed by Prigogine etc (the makers of chaos theory). At best it suggests that the learnings gained by the participants are not initially foreseen (as they are supposed to be in a more formal education programme). In principle chaos/complexity theory could be used to explore the trajectory of learning in the system, if not that of individual participants.
roland legrand

"a few ideas ..." (Visions of Students Today) - YouTube - 0 views

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    a newer video facilitated by the anthropologist mike wesch, visions of students today
Cris Crissman

Twitter-Mining Captures Global Mood Patterns | Wired Science | Wired.com - 1 views

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    positive and negative affect Twitter users, of course, don't represent humanity either.
Daniel Spielmann

iPads at AES - a snapshot of iPads in school - YouTube - 4 views

    • Daniel Spielmann
       
      Why would you not allow comments on this video - feels like someone is not up for open discussion... Maybe that's because some of the statements seem quite naive. So students can learn faster with apps - what about learning depth and quality - any findings about that?
    • Daniel Spielmann
       
      I think it's about time for people to stop talking about the iPad and start talking about tablet PCs instead. So the iPad is "unquestionably great" for learning and they come up with that conclusion after two months of using the device in class. Hm. Can't help but think this all sounds more like an ad for Apple than anything else.
wayupnorth

Leetaru - 1 views

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    Sensemaking in open spaces culturomics 2.0 forcasting large scale human behaviour = sounds like Asimov's Foundation
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