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Lone Guldbrandt Tønnesen

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

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • 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
anonymous

Ritual dissent - 0 views

www.cognitive-edge.com/method.php

#change11 design

shared by anonymous on 02 Feb 12 - Cached
  • anonymous on 02 Feb 12
     
    Dave Snowden, presenter #change11 mooc
Jeff Merrell

Mobile learning: A tutor in your pocket « Jenny Connected - 3 views

jennymackness.wordpress.com/...earning-a-tutor-in-your-pocket

#change11 MOOC mobile learning UOM

shared by Jeff Merrell on 21 Sep 11 - No Cached
  • Jeff Merrell on 21 Sep 11
     
    Another good summary/commentary re:Mobile Learning at Open University Malaysia presentation
Pip Cleaves

The Ed Techie: Digital scholarship - introduction - 1 views

nogoodreason.typepad.co.uk/...-scholarship-introduction.html

#change11 change martin weller

shared by Pip Cleaves on 28 Sep 11 - No Cached
  • Pip Cleaves on 29 Sep 11
     
     presentation from #Change11 Mooc
tim mcnamara

1.1. Connecting learning objects to instructional design theory: A definition, a metaph... - 9 views

reusability.org/...wiley.doc

learningobjects delicious-1011 #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • 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.
  • What is a learning object?
  • 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).
  • ...48 more annotations...
  • grounded in the object-oriented paradigm of computer science.
  • build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts
  • Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions. These are significant differences between learning objects and other instructional media that have existed previously.
  • Supporting the notion of small, reusable chunks of instructional media, Reigeluth and Nelson (1997) suggest that when teachers first gain access to instructional materials, they often break the materials down into their constituent parts.
  • if instructors received instructional resources as individual components, this initial step of decomposition could be bypassed
  • The Learning Technology Standards Committee chose the term “learning objects” (possibly from Wayne Hodgins’ 1994 use of the term in the title of the CedMA working group called “Learning Architectures, API’s, and Learning Objects”)
  • provided a working definition
  • Learning Objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. Examples of technology-supported learning include computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments. Examples of Learning Objects include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning (LOM, 2000).
  • The proliferation of definitions for the term “learning object” makes communication confusing and difficult.
  • It would seem that there are almost as many definitions of the term as there are people employing it.
  • In addition to the various definitions of the term “learning object,” other terms that imply the general intention to take an object-oriented approach to computer-assisted instruction confuse the issue further.
  • Depressingly, while each of these is something different, they all conform to the Learning Technology Standards Committee’s  “learning object” definition. An in depth discussion of the precise meanings of each of these terms would not add to the main point of this discussion: the field is still struggling to come to grips with the question, “What is a learning object?”
  • At the same time, the creation of yet another term only seems to add to the confusion. While the creation of a satisfactory definition of the term learning object will probably consume the better part of the author’s career, a working definition must be presented before the discussion can proceed.
  • Therefore, this chapter will define a learning object as “any digital resource that can be reused to support learning.”
  • This definition includes anything that can be delivered across the network on demand, be it large or small.
  • This definition of learning object, “any digital resource that can be reused to support learning,” is proposed for two reasons.
  • First, the definition is sufficiently narrow to define a reasonably homogeneous set of things: reusable digital resources. At the same time, the definition is broad enough to include the estimated 15 terabytes of information available on the publicly accessible Internet (Internet Newsroom, 1999).
  • Second, the proposed definition is based on the LTSC definition (and defines a proper subset of learning objects as defined by the LTSC), making issues of compatibility of learning object as defined within this chapter and learning object as defined by the LTSC explicit
  • With that compatibility made explicit, the proposed definition differs from the LTSC definition in two important ways.
  • First, the definition explicitly rejects non-digital
  • The definition also drops the phrase "technology supported" which is now implicit, because all learning objects are digital.
  • Second, the phrase "to support" has been substituted in place of "during" in the LTSC definition. Use of an object "during" learning doesn't connect its use to learning
  • The definition adopted for this chapter emphasizes the purposeful use (by either an instructional designer, an instructor, or a student) of these objects to support learning
  • Armed with a working definition of the term learning object, the discussion of the instructional use of learning objects can proceed.
  • Instructional design theory and learning objects
  • Reigeluth
  • [I]nstructional design theories are design oriented, they describe methods of instruction and the situations in which those methods should be used, the methods can be broken into simpler component methods, and the methods are probabilistic. (p. 7).s11 {margin-left:0; line-height:2.400000; text-indent:36;}
  • Because the very definition of “theory” in some fields is “descriptive,” design theories are commonly confused with other types of theories that they are not, including learning theory and curriculum theory (Reigeluth, 1999a).
  • The following discussion takes a step in this direction, by recasting two of the largest issues in the learning objects area – combination and granularity – in instructional design terms
  • Combination
  • there is astonishingly little conversation around the instructional design implications of learning objects.
  • item (d) in the Learning Objects Metadata Working Group’s PAR (LOM, 2000) reads as follows:
  • To enable computer agents to automatically and dynamically compose personalized lessons for an individual learner
  • at this point a brief discussion of metadata, the focus of the Learning Object Metadata Working Group’s efforts, is necessary.
  • Metadata, literally “data about data,” is descriptive information about a resource
  • he Learning Objects Metadata Working Group is working to create metadata for learning objects (such as Title, Author, Version, Format, etc.) so that people and computers will be able to find objects by searching
  • ​The problem with 7(d) arose when people began to actually consider what it meant for a computer to “automatically and dynamically compose personalized lessons.”
  • his meant taking individual learning objects and combining them in a way that made instructional sense, or in instructional design terminology, “sequencing” the learning objects.
  • The problem was that no instructional design information was included in the metadata specified by the current version of the Learning Objects Metadata Working Group standard.
  • ​The lack of instructional design discussion at this standards-setting level of conversation about learning objects is disturbing, because it might indicate a trend.
  • Once technology or software that does not support an instructionally-grounded approach to learning object sequencing is completed and shipped to the average teacher, why would he or she respond any differently
  • Wiley (1999) called this “the new CAI – ‘Clip Art Instruction’” (p. 6).
  • Discussion of the problem of combining learning objects in terms of “sequencing” leads to another connection between learning objects and instructional design theory.
  • Granularity
  • The most difficult problem facing the designers of learning objects is that of “granularity” (Wiley, et al., 1999).
  • How big should a learning object be?
  • Reuse is the core of the learning object notion, as generativity, adaptivity, and other –ivities are all facilitated by the property of reuse.
  • designating every individual graphic and paragraph of text within a curriculum a “learning object” can be prohibitively expensive
  • tim mcnamara on 12 Oct 11
     
    Chapter 1
markuos morley

change11_25Oct2011.mp3 (audio/mpeg Object) - 1 views

change.mooc.ca/...change11_25Oct2011.mp3

change audio mpeg rorymcgreal mooc change11

shared by markuos morley on 03 Nov 11 - No Cached
  • markuos morley on 03 Nov 11
     
    Audio Recording of Rory McGreal presentation for Change11 MOOC
Lone Guldbrandt Tønnesen

Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views

elearnmag.acm.org/featured.cfm

#change11 design technology

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • "All that is clicky-clicky bling-bling does not make for an effective learning experience."
  • s a load of elearning junk
  • It's just shiny wrapping paper covering up a pair of crummy socks with holes in them.
  • ...17 more annotations...
  • " Ruth Clark and Richard Mayer in the industry classic e-Learning and the Science of Instruction, explain that seductive details are "interesting but irrelevant material added to a multimedia presentation in an effort to spice it up
  • Seductive details are those elements in a program that draw you in, attract the eye and engage the brain. They seduce your interest, but distract from the main point.
  • It's interactive! It's intriguing! But it's exhausting, and let's face it"—there's no point. Fatigue sets in and you move on
  • This is the premise underlying the arousal theory, the idea that entertaining and interesting embedded effects cause learners to become more emotionally aroused and therefore they work harder to learn the material.
  • . Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice.
  • CCBB design shines and sparkles wildly in the sun
  • Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
  • When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
  • We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing.
  • "Well-written, multiple-choice questions teach and assess knowledge within the context of a game. Poor questions simply allow the gamer to play the game without learning.
  • that the addition of interesting yet unimportant augmentations can divert learners from learning the main points that are being made
  • . You're best served to spend your time designing the right type of course and spending less time looking for ways to 'jazz it up'"
  • . Now, take a look at the screen and see where your eye lands first. Is it the flashing Next button in the bottom right corner? Or is it the important content bit at the center of the screen? Ask an objective outsider to take a look, too
  • Pilot your program with some test learners
  • heck in with them immediately afterwards, one week, three weeks. See what they remembe
  • , don't take this to mean that elearning shouldn't look good.
  • What about your LMS? At Kineo, where I work, we love using Moodle and Totara as an LMS solution for our clients, not only because of the great features and the fact that it's open source, but always because we can make it look like almost anythin
Lone Guldbrandt Tønnesen

Learnlets » The 7 c's of natural learning - 2 views

blog.learnlets.com/?p=1203

Clark Quinn learning #change11

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - Cached
  • Yesterday I talked about the seeding, feeding, and weeding necessary to develop a self-sustaining network
  • 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.
  • With this list of things we do, we need to find ways to support them, across both formal and informal learning. 
  • ...10 more annotations...
  • In formal learning, we should be presenting meaningful and authentic tasks, and asking learners to solve them, ideally collaboratively.
  • While individual is better than none, collaborative allows opportunity for meaning negotiation.  We need to allow failure, and support learning from it. We need to be able to ask questions, and make decisions and see the consequences.
  • I think there are 8 elements!! I miss Collate, this is not the same as Choose, it is about organising anbd structuring what we learn, (constructing our emergent uderstanding) as opposed to the selection of a direction.
  • in informal learning, we need to create ways for people to develop their understandings, work together, to put out opinions and get feedback, ask for help, and find people to use as models.  By using tools like blogs for recording and sharing personal learning and information updates, wikis to collaborate, discussion forums to converse, and blogs and microblogs to track what others think are important, we provide ways to naturally learn together.
  • the intersection of 1) self-organized learning and 2) online collaboration is what I consider should be a primary focus of organizational learning professionals
  • Common web 2.0 practice is to link back to what has been copied, a form of collaboration or perhaps cooperation.
  • However, real learning involves research, design, problem-solving, creativity, innovation, experimentation, etc
  • informal learning is NOT, by definition, manageable
  • just trying to raise awareness that what we typically do formally is not well aligned with how people really learn, and that supporting some of these activities is the key to unlocking organizational innovation.
  • but instead to provide a conducive environment and encourage them
Allan Quartly

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views

www.irrodl.org/...2025

pedagogy abundance change11 e-learning technology

shared by Allan Quartly on 29 Nov 11 - No Cached
  • 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.
  • ...3 more annotations...
  • 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.
Keith Hamon

Organizing a Massive Open Online Course (MOOC) - 4 views

blog.clomedia.com/...assive-open-online-course-mooc

Tammara Combs mooc

shared by Keith Hamon on 09 Jan 12 - No Cached
  • 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
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  • 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.
  • Vanessa Vaile on 09 Jan 12
     
    Not just for ed or other training, relevant to local development, PR, marketing, branding, etc. 
  • Keith Hamon on 11 Jan 12
     
    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.
Tai Arnold

Systemic Changes in Higher Education | in education - 9 views

ineducation.ca/...temic-changes-higher-education

siemens higher education future

shared by Tai Arnold on 16 Sep 11 - Cached
Vanessa Vaile liked it
  • 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,
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      This is probably the most important element; control=power and the other changes are expanding individual control of content
  • Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      Yes!!!
  • 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.
  • ...6 more annotations...
  • However as education in the developed world moves in new directions, we must be cognizant of how this move impacts the learners in the developing world. How will learners in these areas access, explore and contribute to the creation of knowledge? Will social networking technologies, and the emergence of next generation technologies further exclude the greatest number of undergraduate learners. Will this new reality result in too few voices connecting and validating knowledge? How can non-Eurocentric voices be heard? One must ensure that there is some democracy in this new model.
  • Educators and leaders in academia are confronted with important questions. How should institutions of learning be designed to serve the needs participative, social, and global information cycle? What assumptions about the system of higher education need to be abandoned due to technological advancements? How can the vital roles of research and teaching and learning be addressed through distributed means? How can accreditation be broadened to include the full spectrum of formal and informal learning activities?
  • Failure to recognize the pivotal role of digital technologies will result in institutions at odds with the world in which they operate.
  • The American Faculty: The Restructuring of Academic Work and Careers (Schuster & Finkelstein, 2006) propose that universities are experiencing a revolution—with tremendous consequences. They write, Everything is in play, as nearly every aspect of academic life is being driven by a host of inter-related developments: dazzling technological advances, globalization that permeates academic boundaries, rapid increase of tertiary students worldwide, expansion of proprietary higher education, a blurring of (the) public/private distinction, and entrepreneurial initiatives on and off campus. (p. xvii)
  • Technological innovations in bandwidth, storage, processing speed, and software directly impact education (Downes, 2009), creating new opportunities for learner-learner/educator and learner-information interactions.
  • ome researchers have turned to complexity theory to advance education, suggesting that emphasis be placed on the whole system rather than reductionist views often found in "mainstream science" (Mason, 2008). Increased collaboration in a model of "interlocking partnerships among researchers, among universities, and across international borders” (McFadden Allen, 2007, p. 3) promises a new model of not only what it means to be an academic, but also what it means to be an academic institution.
  • Vanessa Vaile on 16 Sep 11
     
    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
  • Robert Maxwell on 18 Sep 11
     
    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.
Cris Crissman

Comments: Zoraini's presentation of using the SMS technology in OUM #change11... - 2 views

notworthprinting.wordpress.com/...sms-technology-in-oum-change11

SMS zoraini change11 ODL OUM

shared by Cris Crissman on 21 Sep 11 - No Cached
  • Cris Crissman on 21 Sep 11
     
    Thoughtful commentary on Zoraini's research
  • Jeff Merrell on 21 Sep 11
     
    Agree...nice commentary
Lone Guldbrandt Tønnesen

#change11 or what is a MOOC? « Cathy Anderson - 2 views

www.cathyandersonblog.com/?p=393

shared by Lone Guldbrandt Tønnesen on 21 Sep 11 - No Cached
  • MOOCs are boundaryless and test our capacity to learn and absorb informatio
  • Mobile technology is changing not only how we learn but where and whe
  • This new territory has no history upon which to draw from experience to make decisions..we have only the present and we can only speculate about the future and impact upon humans, our knowledge and new technologie
  • ...1 more annotation...
  • This course will allow us the opportunity to collaborate together and experience first hand this new way to learn. In addition to this we can evaluate whether or not this is an effective way to learn
  • Lone Guldbrandt Tønnesen on 21 Sep 11
     
    Blog about MOOC´s
Vahid Masrour

Educational Technology - Insights: Collective Learning Explained - 4 views

edtech-insights.blogspot.com/...ective-learning-explained.html

#change11 collective learning presentation

shared by Vahid Masrour on 10 Oct 11 - No Cached
  • Vahid Masrour on 10 Oct 11
     
    slidecast, with slides and audio included
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