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markuos morley

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

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

A Show - 10 views

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
  • ...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
       
      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.
Allan Quartly

Five critiques of the Open Educational Resources movement | jeremyknox.net - 5 views

  • One of the most noticeable effects of the privileging of learning in the OER movement is the lack of consideration with regards to pedagogy and the place of the teacher.
  • Given that movements such as OER are not advocates of chaotic, unpredictable learning, but in fact appear to desire similar outcomes to those achieved by organised education, we might contend that reasoned thinking must play some part the structuring of the OER project.  Therefore, it is not the concept of negative liberty itself that is problematic, but rather the premise that its realisation will achieve predefined goals; that an expected order will somehow emerge from unrestrained action.
markuos morley

University 2.0 - Sebastian ... on Day 2, Track 2 - 2 views

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    Stanford AI MOOC

    Open Teaching
markuos morley

Fortnightly Mailing: Taking the red pill: Sebastian Thrun's candid reflection on the AI... - 1 views

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    MOOC

    Open Teaching
Keith Hamon

Between the By-Road and the Main Road: Bold Schools: Part I - Learner as Knowmad - 1 views

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    When we conceive of learner as knowmad, the traditional roles assigned to teacher and student become less relevant, necessary, and linear.  The knowmad is mobile and learns with anybody, anywhere, anytime.  As such, the place we now know as school may be too small and perhaps unable to contain the range of learning engagements necessary for those with nomadic tendencies.  Rather, think of the extended community--one that is physical, virtual, and blended-- as potential learning spaces that our knowmadic traveler composes, accesses, participates in, abandons, and changes.
Keith Hamon

Knowmads in Society 3.0 | Education Futures - 10 views

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    In the pre-in­dus­trial age, no­mads were peo­ple that moved with their liveli­hood (usu­ally an­i­mal herd­ing) in­stead of set­tling at a sin­gle lo­ca­tion. In­dus­tri­al­iza­tion forced the set­tle­ment of many no­madic peo­ples…

    …but, some­thing new is emerg­ing in the 21st cen­tury: Know­mads.


    A know­mad is what I term a no­madic knowl­edge worker -that is, a cre­ative, imag­i­na­tive, and in­no­v­a­tive per­son who can work with al­most any­body, any­time, and any­where. In­dus­trial so­ci­ety is giv­ing way to knowl­edge and in­no­va­tion work.
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
  • ...5 more annotations...
  • 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.
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    Not just for ed or other training, relevant to local development, PR, marketing, branding, etc. 
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    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.
Maha Abdelmoneim

2011 The Year of Open « Paul Stacey - 4 views

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    Summary of Open Education accomplishments in 2011
Lone Guldbrandt Tønnesen

Week 10: Erik Duval Learning in a time of abundance ~ #change11 - 3 views

  • As in most courses I ‘teach’, I expect that I will be the one who learns most…
  • e resul
  • Secondly
  • ...4 more annotations...
  • The third effec
  • In this week, I’d like to explore how this abundance and the ‘connected, open and always on‘ world it has created influences what and how we learn and teach
  • , then we need to prepare them to leverage that abundance
  • Really big caveat: of course, all of this abundance talk is only relevant to us who are the privileged few, who do not need to worry about where we will sleep this evening, or how we will feed our children…
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
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.
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