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Lone Guldbrandt Tønnesen

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.)
  • 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
Allan Quartly

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

  • 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.
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  • 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.
roland legrand

Tenured Professor Departs Stanford U., Hoping to Teach 500,000 Students at Online Start... - 2 views

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    professor gives MOOC about AI and cannot return to business as usual
Allan Quartly

Teaching in Social and Technological Networks « Connectivism - 6 views

  • How can we achieve clear outcomes through distributed means?
  • How can we achieve learning targets when the educator is no longer able to control the actions of learners?
  • A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map.
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  • A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected.
  • Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters. The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did.
  • However, in order for education to work within the larger structure of integrated societal systems, clear outcomes are still needed.
  • How can we achieve clear outcomes through distributed means? How can we achieve learning targets when the educator is no longer able to control the actions of learners?
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
  • Each RT amplifies the message much like an electronic amplifier increases the amplitude of audio or video transmitters.
  • A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected.
  • In CCK08/09, Stephen and I produced a daily newsletter where we highlighted discussions, concepts, and resources that we felt were important. As the course progressed, many students stated they found this to be a valuable resource -a centering point of sorts.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • After all, why should we do the heavy cognitive work when technology is uniquely suited to analyzing and generating patterns?
  • I’d like a learning system that functions along the lines of RescueTime – actively monitoring what I’m doing – but then offers suggestions of what I should (or could) be doing additionally. Or a system that is aware of my email exchanges over the last several years and can provide relevant information based on the development of my thinking and work. With the rise of social media, and with it the attention organizations pay to how their brand is being represented, monitoring services such as Viral Heat are promising. Imagine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before. This is basically what Google did for the web – instead of fully defined and meta-described resources in a database, organized according to subject areas (i.e. Yahoo at the time), intelligence was applied at the point of search. Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters. The singular filter of the teacher has morphed into numerous information streams, each filtered according to different perspectives and world views.
  • Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
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    Unpacking the role of the teacher in connectivism
markuos morley

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

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    MOOC Open Teaching
markuos morley

University 2.0 - Sebastian ... on Day 2, Track 2 - 2 views

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    Stanford AI MOOC Open Teaching
markuos morley

Udacity - Educating the 21st Century - 1 views

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    udacity Open Teaching
anonymous

Beyond Competence: It's the Journey to Mastery That Counts - 5 views

  • all learners, at all levels, collaborate; but how they do it, the degree to which they do it, and the relative importance of the collaboration shifts with their increasing know-how. Bottom line: as people move up the mastery ladder and their capabilities grow, predominant learning strategies change.
  • as learners become more competent and experienced, and especially as they approach master/expert levels, learning embraces much more of a “pull” strategy, where learners take what they need from the repositories of knowledge, tools, and advice available to them. How they navigate these resources is increasingly a decision they make.
  • . Putting too little structure on entry-level learners may make learning more difficult, confusing, and demoralizing for them.
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  • Putting too much structure on advanced-level learners may make learning boring, frustrating, inefficient, and off-target for them.
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    as people strive to move up the ladder they get better at their jobs. As they do, they exhibit increasing performance fluency, agility, and ability to share knowledge. Fluency refers to the smoothness with which they perform their jobs. The lack of hesitancy and the ease at which they perform tasks all improve as workers move up the mastery ladder. Agility, the ability to adapt and react to new situations, to "shift on the fly" based on new information, also increases as people go through the four phases. And as people get more expertise and experience, they become better at sharing it with others through collaboration, coaching, mentoring, and teaching.
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
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  • 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…
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. 
roland legrand

A Portal to Media Literacy - YouTube - 1 views

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    This video from anthropologist Michael Wesch is from 2008 and gives a deep insight into teaching, learning, media. 
Tai Arnold

Systemic Changes in Higher Education | in education - 9 views

  • 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
       
      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
       
      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.
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  • 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.
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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.
Lone Guldbrandt Tønnesen

Mobile Learning at Open University Malaysia ~ #change11 - 4 views

  • The survey was carried out in more than 40 OUM learning centers throughout the nation with close to 3,000 respondents
  • it was found that 82.8 percent of the respondents said they would be ready for m-learning. Based on the survey, it may be generalized that 99 percent of OUM learners have mobile phones.
  • About 2,000 students enrolled in the May semester received a total of about 30 SMSes over a period of about 14 weeks. The responses from students were positive.
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  • Generally, the m-learning project made them more engaged with the content and activities of the course
  • In addition, some of the SMSes helped them stay motivated,
  • the SMSes helped them focus on the course, reminded them of important things
  • When we "teach" students in class in order to help them learn, we don't just help them understand the content of the lesson. We also provide tips, motivate them to do activities that will help move them along in the course, get them to participate in discussions and manage their learning/the course. It was the same with the SMSes. We believe, the will get enough content from the print module provided and from the face-to-face interactions with their tutors. So yes, m-learning was used to help "teach" as well as "manage" the student.
  • http://api.ning.com/files/U50Z6pDz8PFgpOps4yunShKHnKR0sbgJx7kyRnjI*eMXpEqJSiqz0n0GuUNtY4DBx3-BFMYIGIabLRg8EqkDO9-IevKFm5Bt/questionnairemobilelearningfirstquestion.pdf
Rob Parsons

A Pedagogy of Abundance : The Digital Scholar: How Technology Is Transforming Scholarly... - 0 views

  • If we use this perspective to examine education we can consider how education may shift as a result of abundance. Traditionally in education expertise is analogous to talent in the music industry – it is the core element of scarcity in the model. In any one subject there are relatively few experts (compared with the level of knowledge in the general population). Learners represent the ‘demand’ in this model, so when access to the experts is via physical interaction, for example, by means of a lecture, then the model of supply and demand necessitates that the learners come to the place where the experts are located. It also makes sense to group these experts together, around other costly resources such as books and laboratories. The modern university is in this sense a solution to the economics of scarcity.
  • As a result, a ‘pedagogy of scarcity’ developed, which is based around a one-to- many model to make the best use of the scarce resource (the expert). This is embodied in the lecture, which despite its detractors is still a very efficient means of conveying certain types of learning content. An instructivist pedagogy then can be seen as a direct consequence of the demands of scarcity.
  • It may be that we do not require new pedagogies to accommodate these assumptions as Conole (2008) points out: Recent thinking in learning theory has shifted to emphasise the benefit of social and situated learning as opposed to behaviourist, outcomes-based, individual learning. What is striking is that a mapping to the technologies shows that recent trends in the use of technologies, the shift from Web 1.0 to Web 2.0 echoes this; Web 2.0 tools very much emphasise the collective and the network.
    • Rob Parsons
       
      Though i think it is true that students learn collaboratively, and always have done, they don't act as if they do (any more than teachers act as if they do, and quite often less). Perhaps our students still come from experiences that value authority and, whatever is said, do not value constructivism and collaboration.
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  • Any pedagogy of abundance would then, I suggest, be based on the following assumptions:
  • Jonassen (1991) describes it thus: Constructivism … claims that reality is constructed by the knower based upon mental activity. Humans are perceivers and interpreters who construct their own reality through engaging in those mental activities … What the mind produces are mental models that explain to the knower what he or she has perceived … We all conceive of the external reality somewhat differently, based on our unique set of experiences with the world.
  • Given that it has a loose definition, it is hard to pin down a constructivist approach exactly. Mayer (2004) suggests that such discovery-based approaches are less effective than guided ones, arguing that the ‘debate about discovery has been replayed many times in education but each time, the evidence has favoured a guided approach to learning’.
    • Rob Parsons
       
      Interesting, because my immediate reaction was that there's no contradiction between guided learning and constructivism. Just don't expect that your students will always go where you guide them.
  • When Kirschner, Sweller and Clark (2006) claim, with some justification, that ‘the epistemology of a discipline should not be confused with a pedagogy for teaching/learning it’ that only highlights that the epistemology of a discipline is now being constructed by all, so learning how to participate in this is as significant as learning the subject matter of the discipline itself.
  • However, the number of successful open source communities is relatively small compared with the number of unsuccessful ones, and thus the rather tenuous success factors for generating and sustaining an effective community may prove to be a barrier across all subject areas. Where they thrive, however, it offers a significant model which higher education can learn much from in terms of motivation and retention (Meiszner 2010).
  • Abundance does not apply to all aspects of learning; indeed the opposite may be true, for example, an individual's attention is not abundant and is time limited. The abundance of content puts increasing pressure on this scarce resource, and so finding effective ways of dealing with this may be the key element in any pedagogy. However, I would contend that the abundance of content and connections is as fundamental shift in education as any we are likely to encounter, and there has, to date, been little attempt to really place this at the centre of a model of teaching.
    • Rob Parsons
       
      Agreed. Great conclusion. At the moment, if I had to single out one key point Martin makes, it is this.
Rob Parsons

The Medals of Our Defeats : The Digital Scholar: How Technology Is Transforming Scholar... - 1 views

  • Nicholas Carr's (2008) article ‘Is Google Making Us Stupid?’ struck a chord with many people. Carr's (2010) argument, which he fleshes out in his book The Shallows, is that our continual use of the net induces a superficiality to our behaviour. He says this is felt particularly when trying to read a complex piece:
  • The issue of quality is perhaps more keenly felt when we consider teaching. I raised the idea of pedagogy of abundance in Chapter 8, and in such a pedagogy the content will vary greatly in terms of quality.
  • the question is not whether some people produce poor quality content, obviously they do and the majority in fact, but whether as a whole this system can produce high-quality content.
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  • As neuroscientist Joshua Greene puts it, ‘the Internet hasn't changed the way we think anymore than the microwave oven has changed the way we digest food. The Internet has provided us with unprecedented access to information, but it hasn't changed what we do with it once it's made it into our heads’ (Gerschenfeld 2010).
  • Whether there are social and behavioural impacts of operating online is a serious question, however. Just as the television had serious social impacts, we must accept that computers and Internet will also have consequences. These will undoubtedly be a mixture of positive and negative, but I would argue that using pseudo-scientific explanations to back up prejudices will not help us address these issues.
  • For educators there are two main issues; the first is the extent to which they help students manage their online identity, and the second is how they manage their own boundary between personal and professional life.
  • The over-adoption of tools can lead to what has been termed ‘creepy tree house’ syndrome (Stein 2008) when authority is seen to try and invade a young person's social space.
  • There is strong resistance from students to universities and lecturers making formal use of social networks as this is seen as an invasion of their social space (e.g. Madge 2009).
  • For the teaching function of scholarship then the question is ‘How can educators utilise the potential of these tools without destroying what makes them valuable to students?’
  • I would suggest the following as the most challenging for digital scholarship: Moving beyond the superficial – many successful Web 2.0 services essentially allow a very simple function, for example, sharing a photograph. Can we use the same techniques for deeper, more difficult tasks?
  • Understanding quality – this is not just about maintaining current quality, as this may not be appropriate in many forms, but appreciating when different levels of quality can be used.
  • Managing online identity – there is a tension for scholars and their students in gaining the benefits of a social network, which thrives on personal interactions, while not compromising professional identity.
  • Ownership of scholarly functions – there is also a dilemma regarding how much of scholarly discourse and activity we give over to cloud computing services and whether the benefits in terms of widespread use and (often) superior tools outweigh the potential risks.
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