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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.

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.
    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
    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 | - 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

    Stanford AI MOOC

    Open Teaching
markuos morley

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


    Open Teaching
Keith Hamon

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

    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

    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.
    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.
Maha Abdelmoneim

2011 The Year of Open « Paul Stacey - 4 views

    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

James Mackenzie

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

    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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