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.)
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MOOCs question the value of teaching as an economic value point.”
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Walking the Virtuous Middle Way | iterating toward openness - 3 views
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We are learning that even what we once thought were true self-organizing systems rely heavily on “key, well-informed individuals altering their behavior according to their prior experience” to increase their efficiency.
To Really Drive Enterprise 2.0 Forward We Need A Behaviour Change - 3 views
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The ROI of Enterprise 2.0 / Social Anything is not how much did it cost to deploy the technology; it’s what gains have we seen in productivity, employee engagement and customer satisfaction as a result of new collaborative behaviours that are aided and propelled by Enterprise 2.0 / Social Anything technologies.
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They forget adoption occurs only when people behave in a way that allows collaboration to manifest across an organization.
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The HR / Learning Professionals are having massive difficulty adjusting to a world with Enterprise 2.0 / Social Anything technologies, but they can’t get in front of it in time to actually establish the behaviours for an organization … even if they knew what behaviours to depict in the first place.
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Organizing a Massive Open Online Course (MOOC) - 4 views
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Typically, a MOOC begins by setting up a simple registration website put together by your facilitators
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Offering a MOOC is like putting on Woodstock. It will probably be chaotic, unruly, produce totally unexpected outcomes
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Everyone is part participant and part presenter
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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.
The Agile Learning Train is Leaving the Station - 3 views
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A sustainable workscape must provide the means and motivation for corporate citizens to learn what they need: the know-how, know-who, and know-what to get things done and get better at doing them. This takes more than access to social networking tools, blogs, and wikis. Self-organization helps but L&D professionals need to supplement social systems with scaffolding that focuses on learning. Without that, many organizations will descend into an aimless world of social noise and meaningless chit-chat.
How to Organize a MOOC - 0 views
Teaching in Social and Technological Networks « Connectivism - 6 views
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How can we achieve clear outcomes through distributed means?
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How can we achieve learning targets when the educator is no longer able to control the actions of learners?
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A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map.
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Systemic Changes in Higher Education | in education - 9 views
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When control over information shifts from organizations to individuals, considerations of new models in universities is required, as evidenced by historical transitions of information-based institutions. As an industry fundamentally concerned with “creating and communicating information” (Carey, 2009,
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Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
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Many of the assumptions that inform higher education today – such as classrooms, textbooks, physical space, co-location of educators and learners, pairing of research and teaching, bounded curriculum – are called into question by emerging learning theories and technologies.
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a very important article - as someone commented (either about this article of another of George's), those who most need to read it probably won't. I'm going to see what I can do about changing that
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Education, as knowledge presentation, assessment and learning is not the only concern about the modern university system. We must also concern our selves with helping student acheive their goals, or as mentors, helping them to discover what they want to contribute to society. While part of this is job placement, a great deal of it is helping the learning see the possibilities out there and providing them with the tools to acheive those possibilities (such as knowing what types of credentials, certificates, degrees, etc.. they may need). It is also about helping them develop their abilities to filter material, think of material in new or different ways. One problem is the rigid, ego centric hold provided by discipline specific education.
Learnlets » Slow Learning - #change11 - 0 views
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Our limitations are no longer the technology, but our imaginations
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“work is learning and learning is work”,
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how would you construct an optimal performance environment for yourself?
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Learnlets » The 7 c's of natural learning - 2 views
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Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
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Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important. Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need. Crash: our commitment means we make mistakes, and learn from them. Create: we design, we build, we are active in our learning. Copy: we mimic others, looking to their performances for guidance. Converse: we talk with others. We ask questions, offer opinions, debate positions. Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
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With this list of things we do, we need to find ways to support them, across both formal and informal learning.
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Nuts and Bolts: The 10-Minute Instructional Design Degree by Jane Bozarth - 0 views
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Good eLearning is about design, not software
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When approaching a project, ask: “What is it you want people to do back on the job?” Then, “What does successful performance look like?” “How will you measure that?” Design that assessment first. Then design the instruction that leads to that goal.
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instructional design and visual design are different things. Visual design is just as important (and it isn’t about making things “pretty”), and it needs to be done before the development phase begins.
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Is the Revolution Justified? : The Digital Scholar: How Technology Is Transforming Scho... - 9 views
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And Oblinger and Oblinger (2005) claim as one of the defining characteristics of the net generation that ‘they want parameters, rules, priorities, and procedures … they think of the world as scheduled and someone must have the agenda. As a result, they like to know what it will take to achieve a goal. Their preference is for structure rather than ambiguity’. This rather begs the question, ‘was there evidence that previous generations had a stated preference for ambiguity and chaos in their learning?’
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It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today's students are no longer the people our educational system was designed to teach. (Prensky 2001)
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I think this statement is anachronistic. In fact, the "new students" today who do not fit into the traditional educational system are in many cases people who were raised in the system, and then either rejected it or were rejected by it in some way. Our educational system is designed to train conformist drones, who do not know how to learn without school. There are many who are also able to live in both of these worlds, the traditional and the new, but I think they can bring new insights to the traditional school environment.
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I think this is a red herring as far as technology is concerned. it's much more to do with a pervasive social issue about inclusion and exclusion, probably worldwide, but much more marked in the UK due to the enthusiastic implementation of Thatcherism by her and subsequent governments. Many students know or suspect that there is no point for them in school and schools exclude like everyone else does those pupils who are likely to be expensive. Cost has truly overtaken value as the main point of reference
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The Digital Scholar - Martin Weller
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I haven't read any of this book yet, but this quote is running along the lines of my own thinking for my own interaction with the web and all its tools and structures. I'm beginning to feel that many of the new tools used for organization, aggregation, and note taking are too regimented for what I want right now, too task-oriented. I'm figuring out how I learn best, and the most important part of that process that has been missing for me in the past is connection to creativity. Of course, the internet is a place where so much creation is going on and I can certainly find inspiration from it. But in terms of working out my projects using solely these new tools, I keep running against a wall. I'm not exactly sure if that's what Oblinger and Oblinger are talking about, but that's what I thought of.
David Wiley ~ #change11 - 2 views
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I worked on “learning objects,” which can be characterized as educational materials designed with the understanding that they will be reused in a broad variety of contexts
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humans are too “expensive
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the “reusability paradox.
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1.1. Connecting learning objects to instructional design theory: A definition, a metaph... - 9 views
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The purpose of this chapter is to introduce an instructional technology concept known commonly as the “learning object.” First a review of the literature is presented as groundwork for a working definition of the term “learning object.” A brief discussion of instructional design theory is followed by an attempt to connect the learning objects approach to existing instructional design theory, and the general lack of such connective efforts is contrasted with the financial and technical activity generated by the learning objects notion.
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What is a learning object?
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An instructional technology called “learning objects” (LTSC, 2000a) currently leads other candidates for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability (Hodgins, 2000; Urdan & Weggen, 2000; Gibbons, Nelson, & Richards, 2000).
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