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Yukon syl

MIT - Collective Intelligence - Communication Forum - 2 views

web.mit.edu/...collective_intelligence.html

intelligence collective

shared by Yukon syl on 04 Oct 11 - Cached
  • Yukon syl on 04 Oct 11
     
    "A conversation about the theory and practice of collective intelligence, with emphasis on Wikipedia, other instances of aggregated intellectual work and on recent innovative applications in business. "
  • Yukon syl on 04 Oct 11
     
    although this focuses in a different way than this week's position paper, the notion of collective information, learning, sharing,etc. has been around for a while. Going to follow up and see what some of these speakers have written about in the meantime (since 2007)
markuos morley

YouTube - What is a MOOC? - 1 views

www.youtube.com/watch

youtube mooc course online learning

shared by markuos morley on 13 Sep 11 - No Cached
  • markuos morley on 13 Sep 11
     
    MOOC - Massive Open Online Course This is one of a set of videos that explains MOOCs that I have bookmarked.
markuos morley

YouTube - Success in a MOOC - 0 views

www.youtube.com/watch

youtube mooc success course online learning

shared by markuos morley on 13 Sep 11 - No Cached
  • markuos morley on 13 Sep 11
     
    MOOC - Massive Open Online Course This is one of a set of videos that explains MOOCs that I have bookmarked.
markuos morley

YouTube - Knowledge in a MOOC - 0 views

www.youtube.com/watch

youtube mooc course online learning knowledge

shared by markuos morley on 13 Sep 11 - No Cached
  • markuos morley on 13 Sep 11
     
    MOOC - Massive Open Online Course This is one of a set of videos that explains MOOCs that I have bookmarked.
Tai Arnold

Learner Weblog | Education and Learning weblog - 2 views

suifaijohnmak.wordpress.com/#comment-1453

shared by Tai Arnold on 20 Sep 11 - No Cached
    • Tai Arnold
      Tai Arnold on 20 Sep 11
       
      Re Emotional Intelligence
  • I am also unsure whether the affective domains are addressed in the theory, or included in George proposed principles of Connectivism or Stephen’s proposed properties of networks.
Константин Бугайчук

Open access U of T | theVARSITY.ca - 0 views

thevarsity.ca/47127

e-learning education

shared by Константин Бугайчук on 21 Sep 11 - No Cached
  • Константин Бугайчук on 21 Sep 11
     
    Recommended:theVARSITY.caopen accessaccess Group dictionary:UkrEl11e-learningeducationtoolsresourcesiPadgoogleweb2.0mlearningGoogle+ Share to a Group
Rob Parsons

Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views

www.bloomsburyacademic.com/...-9781849666275-chapter-009.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
  • From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
  • Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
  • ...6 more annotations...
  • citation levels of articles that are published online versus those that are in closed access journals. Hajjem, Harnad and Gingras (2005) compared 1,307,038 articles across a range of disciplines and found that open access articles have a higher citation impact of between 36 and 172 per cent. So publishing in an online, open manner aids in the traditional measures of citation.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Openness as a working method, and openness as a movement, with a definable set of values.
  • This section will look at the most concrete realisation of the open education movement, namely that of open education resources. In particular I want to revisit the notion of granularity and how changes in this, afforded by new technologies, are changing scholarly behaviour.
  • Zittrain (2008) terms ‘generativity’, which he defines as ‘a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences’. Little OERs are high in generativity because they can easily be used in different contexts, whereas the context is embedded within big OERs, which in turn means they are better at meeting a specific learning aim.
  • Big OER projects have a variety of models of funding, and Wiley highlights three of these demonstrating a range of centralisation: a centralised team funded by donors and grants (such as MIT), linking it into teaching responsibilities (as practised at Utah State University) and a decentralised collaborative authoring approach (e.g. Rice Connexions, http://cnx.org).
  • The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the ‘content provided on the site was of high quality and so discouraged alteration’.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I wonder how much of a barrier the final integration of the material is - in a well structured object internal integration is high so the cost rises of extracting part or repurposing even the whole.
markuos morley

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

squiremorley.wordpress.com/...l-inclusion-learner-engagement

squiremorley mooc moocs experiences review personal change11 ds106 openness coursera edx udacity #change11 learning education change

shared by markuos morley on 14 Jan 13 - No Cached
  • markuos morley on 14 Jan 13
     
    My experiences from various MOOCs over the last couple of years condensed into a blog post.
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