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Lone Guldbrandt Tønnesen

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

  • 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.”
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  • 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
Yukon syl

GLOBE: Home - 0 views

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    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system
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    this is a good example of connected knowledge building and certainly of collective knowledge. What's unique about this is the explicit involvement of children around the world.
Lone Guldbrandt Tønnesen

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

  • "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.
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  • " 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
  • When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
  • Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
  • 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

mooc - Irvine & Code - 3 views

  • Through modification of our registration system, we will be able to let the learner choose the delivery method they want for course enrollment. We will demonstrate a live multi-access session this week.
  • Have you ever been affected by having to take a course or program in a delivery method you did not want?
  • Would it affect your choices in where you did your learning if you could access the programs or courses you wanted at brick and mortar universities that may have been inaccessible because of geography and face-to-face learning delivery mode?
Robert Maxwell

CALIBRATED PEER REVIEW - 2 views

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    Calibrated Peer Review (CPR)™ is a free Web-based program that enables frequent writing assignments even in large classes with limited instructional resources.
Константин Бугайчук

The Skills Both Online Students And Teachers Must Have | Edudemic - 9 views

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    very nice, concise summary of the essentials. thanks for sharing the link. I'd like to share this with the POTCERT group in which I've been seriously absent (Program for Online Teachers - certificate - it's a small MOOC run by Lisa Lane - we joked about the sMOOC POT acronym :-)
markuos morley

Udacity - Educating the 21st Century - 1 views

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    udacity Open Teaching
roland legrand

How Codecademy got so hot, so fast - Tech News and Analysis - 0 views

  • more than 1 million users
  • five full-time staffers.
  • I learn best by building things and breaking things, not by just reading something.
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  • bite-sized pieces
  • Programming is the new literacy
  • real-life meetups
  • a Q&A feature within its web product to let people talk to each other
  • skills are the most important factor
  • Michael Bloomberg
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    Codeacademy is a start-up teaching people to code. It has tremendous succes. 
Lone Guldbrandt Tønnesen

mooc - rheingold - 3 views

  • It isn’t possible or practical to try to control the quality of content and conversation that people publish online -- if it had been possible, there would be no web, no YouTube, no Wikipedia today -- but I contend that it is possible to increase the proportion of the population who know something about what they are doing when they consume or create digital culture.
  • Although the word “literacy” traditionally refers to the skill of encoding and decoding messages or programs in some medium, the kind of literacy required in a world of mass collaboration necessarily involves a social element as well as a personal skill
  • Social media literacies combine the skills of coding and decoding digital media with the social skills necessarily to use online tools in concert with others
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  • We will look at facets of each of these five literacies and engage in learning activities that can both increase our own competencies and provide public useful public goods
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