we don’t have a good understanding of the ‘binding force’ that connects people while they are learning and building knowledge.
change11 position paper | littlebylittlejohn.com - 6 views
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Why would this "binding force" be that different from what binds people together in different kinds of relationships outside of collective learning? Everyone has their own personal reasons for learning from and sharing with the collective, and these reasons are pretty similar to the reasons people learn and share in "real world" or more traditional situations.
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Becoming competent could be viewed as the ability to perceive the links between these loosely related knowledge fragments
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how social technology tools can impact learning
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13 Reasons Teachers Should Use Diigo - 6 views
Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views
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Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
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From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
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Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
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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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Five critiques of the Open Educational Resources movement | jeremyknox.net - 5 views
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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.
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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.
digital digs: Welcome to badge world - 5 views
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Colleges are filled with students who could give a damn about learning but desperately need that credential.
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Then it's all about the badges. My kids can just give up on ever having a single moment of joy in their lives. Even if they were going to enjoy something, how can they when they've already committed to this transactional experience instead?
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The commodification of learning was already quite clear in the Reagan era when we stopped thinking of higher education as a social good and instead defined it as an individual's investment in his/her human capital.
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Thank you for compiling this info and posting for us all. I believe this is an interesting way to engage the learner and increase their extrinsic motivation to learn. I don't see elearning as a way to cut costs but rather a way to expand the reach of learning. Learning on line is different from face to fact and therefore it's possible that this commodification of learning is necessary as a result of these changing times.
A Language Learning MOOC #EFL #ESL « A Point of Contact - 4 views
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One important aspect of such a context is that often non-Western, and thus non-English speaking cultures do not have as much or the same experience with Distance Learning and Autonomous Learning. A MOOC structure seems to assume a certain level of familiarity with both, so this is one reason why more activity and guidance are a must in an LMOOC.
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This is an important point that also should be emphasized more in the current Change11 MOOC, and also in the future with any other MOOCs if other kinds of students are going to participate. In talking about education in other parts of the world, such as we have already hearing Zoraini Wati-Abas speak, we have to first understand the difference in structure or approach in that country. OUM and the SMS strategy are more interesting when placed in the context of a country that has never seen such widespread distance learning before. From my time spent in China, I think distance education would work well and be very appealing for many young people, but it may not be adopted for its inherent openness and difficulty to control.
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