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James Mackenzie

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education |... - 5 views

www.irrodl.org/...2026

ChangeMOOC

shared by James Mackenzie on 29 Nov 11 - No Cached
  • James Mackenzie on 13 Dec 11
     
    ChangeMOOC
  • James Mackenzie on 13 Dec 11
     
    what is a self-organising system? They don't define. In a strict sense there cannot be such a thing - if any thing is in touch with its environment then it is being organised by its environment as much as by itself. Alternatively, "self-organising" is an unnecessary tautology - it doesn't add anything to the idea of a thing being a system. At best, chaos/complexity is a very loose analogy, not very helpful - because this learning network process is not shown to behave in exactly the ways prescribed by Prigogine etc (the makers of chaos theory). At best it suggests that the learnings gained by the participants are not initially foreseen (as they are supposed to be in a more formal education programme). In principle chaos/complexity theory could be used to explore the trajectory of learning in the system, if not that of individual participants.
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
roland legrand

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

gigaom.com/...-codecademy-got-so-hot-so-fast

coding code codeacademy education online_education meetups

shared by roland legrand on 24 Jan 12 - No Cached
  • more than 1 million users
  • five full-time staffers.
  • I learn best by building things and breaking things, not by just reading something.
  • ...6 more annotations...
  • 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
  • roland legrand on 24 Jan 12
     
    Codeacademy is a start-up teaching people to code. It has tremendous succes. 
anonymous

Nuts and Bolts: The 10-Minute Instructional Design Degree by Jane Bozarth - 0 views

www.learningsolutionsmag.com/...te-instructional-design-degree

design jane bozarth

shared by anonymous on 02 Feb 12 - No Cached
  • Good eLearning is about design, not software
  • 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.
  • 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.
  • ...5 more annotations...
  • Revisit your assessment (remember that? You designed it before anything else). Will this information in any way affect successful performance? If not, can you add a link to the policy and an e-mail introduction with a disclaimer? Can you cut the verbiage (here’s a trick: what if you had to pay $5 per word? I bet you could cut it then.)? Or, if there’s really that much content, should you break it into pieces?
  • just because it’s online doesn’t mean you can control it. Build it with this in mind.
  • Zooming and spinning words, irrelevant animations, and neon “next” buttons do not heighten engagement. They confuse and distract learners
  • “You know, I don’t think that will solve the performance problem. Can we talk about some ways to get you a better solution?” Designing a solution that doesn’t solve the problem, or that makes it worse, doesn’t do anything to help the organization, the field, or your department’s reputation – or your own. “Instructional designer” is a job title. “Performance consultant” is a mindset. 
  • Instruction does not cause learning.
  • anonymous on 02 Feb 12
     
    Learning Solutions magazine
anonymous

Charlie Angus: Why I'm Saying Goodbye to Twitter - 3 views

www.huffingtonpost.ca/...quit-twitter_b_1394617.html

social learning networks Twitter

shared by anonymous on 04 Apr 12 - No Cached
  • Being on Twitter is like being badgered by a drunk on a 24-hour bus ride.
  • It is vital for people to deconstruct how technologies affect and change our interactions.
  • more and more Twitter seems to be morphing into a bully pulpit for trolls
  • ...2 more annotations...
  • Tossing a hate bomb is the easiest thing in the world when you have a Twitter account with a fake name. It's a technology tailor made for the knee jerk reaction.
  • I had tracked down the sixth largest corporation in America and found that they were engaged in the same level of slacktivism as somebody sitting on a couch with a smart phone and a couple of bottles of beer.
Paige Cuffe

The Ed Techie: Give me an M! - 8 views

nogoodreason.typepad.co.uk/...give-me-an-m.html

MOOC change11 OU

shared by Paige Cuffe on 28 May 12 - No Cached
  • Open courses don’t need to be massive,
    • Paige Cuffe
      Paige Cuffe on 28 May 12
       
      YES! Some things have to be discussed in a group, not a series of 'like-minded' sub-groups.
  • one of the potential benefits of MOOCs is a form of liberation of the curriculum
  • support
  • ...2 more annotations...
  • what might be interesting is the combination of MOOCs with local, face to face support.
  • we’re coming back to educator constructed courses.
    • Paige Cuffe
      Paige Cuffe on 28 May 12
       
      This is what addresses the 'learner frustration'!!! Come to learn from others because I can't get there from OERs alone... I am seeking expert guidance.
  • Paige Cuffe on 28 May 12
     
    Martin Weller's short blog on what a MOOC is and what it might be.
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
anonymous

The Agile Learning Train is Leaving the Station - 3 views

jaycross.posterous.com/ing-train-is-leaving-the-stati

jay cross change leadership

shared by anonymous on 26 Jan 12 - No Cached
  • 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.
anonymous

After Facebook fails - 6 views

blogs.law.harvard.edu/...after-facebook-fails

doc searls networks FaceBook

shared by anonymous on 04 Jun 12 - No Cached
  • Robert likes so many things that his up-thumb has no value to me.
markuos morley

Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views

www.bloomsburyacademic.com/...-9781849666275-chapter-001.xml

martin weller digital scholarship book mooc change11

shared by markuos morley on 27 Sep 11 - No Cached
    • markuos morley
      markuos morley on 27 Sep 11
       
      What is Martin's definition of a social network here?
    • markuos morley
      markuos morley on 27 Sep 11
       
      Surely scholars could use email distribution lists and Usenet Newsgroups for such activities commonly back in the early 1990's?
    • Rob Parsons
      Rob Parsons on 07 Oct 11
       
      They could but it wasn't that common.
  • Are they central or peripheral to practice?
  • ...22 more annotations...
  • Blogs are also the epitome of the type of technology that can lead to rapid innovation. They can be free to set up, are easy to use and because they are at the user's control, they represent a liberated form for expression. There is no word limit or publication schedule for a blog
  • ‘Scholarship’ is itself a rather old-fashioned term.
  • How do we recognise quality?
  • Prior to the Internet, but particularly prior to social networks, this kind of network was limited to those with whom you interacted regularly.
  • the advent of social networks that is having an influence on scholarly practice.
  • Should bloggers use institutional systems or separate out their blogging and formal identities?
  • Dunbar's (1992) research on friends and group size suggests that it has a capacity of around 150. It necessitates keeping in touch with a lot of people, often reinforcing that contact with physical interaction.
  • for those who have taken the step to establishing an online identity, these networks are undoubtedly of significant value in their everyday practice.
  • openness
  • Tim O'Reilly (2004) calls ‘an architecture of participation’, an infrastructure and set of tools that allow anyone to contribute.
  • It is this democratisation and removal of previous filters that has characterised the tools which have formed the second wave of web popularity, such as YouTube, Wikipedia, Flickr, blogs, Facebook and Twitter.
  • Openness then refers not only to the technology but also to the practice of sharing content as a default.
    • markuos morley
      markuos morley on 27 Sep 11
       
      Significant point for me.
    • markuos morley
      markuos morley on 27 Sep 11
       
      The Philosophy is the important thing.
  • Fast – technology that is easy to learn and quick to set up. The academic does not need to attend a training course to use it or submit a request to their central IT services to set it up. This means they can experiment quickly.
  • Cheap – tools that are usually free or at least have a freemium model so the individual can fund any extension themselves. This means that it is not necessary to gain authorisation to use them from a budget holder. It also means the user doesn't need to be concerned about the size of audience or return on investment, which is liberating.
  • Out of control – these technologies are outside of formal institutional control structures, so they have a more personal element and are more flexible. They are also democratised tools, so the control of them is as much in the hands of students as it is that of the educator.
  • Overall, this tends to encourage experimentation and innovation in terms of both what people produce for content services and the uses they put technology to in education.
  • ‘the good enough revolution’
  • This reflects a move away from expensive, sophisticated software and hardware to using tools which are easy to use, lightweight and which tie in with the digital, networked, open culture.
  • there seems to be such an anxiety about being labelled a ‘technological determinist’ that many people in education seek to deny the significance of technology in any discussion. ‘Technology isn't important’, ‘pedagogy comes first’, ‘we should be talking about learning, not the technology’ are all common refrains in conferences and workshops.
  • While there is undoubtedly some truth in these, the suggestion that technology isn't playing a significant role in how people are communicating, working, constructing knowledge and socialising is to ignore a major influencing factor in a complex equation.
  • entirely unpredicted, what is often termed ‘emergent use’, which arises from a community taking a system and using it for purposes the creators never envisaged.
  • markuos morley on 27 Sep 11
     
    I've made some annotations and floating comments here. Possibly Martin would like to respond in situ?
Lone Guldbrandt Tønnesen

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

change.mooc.ca/...page.cgi

#change11 mobile learning malaysia

shared by Lone Guldbrandt Tønnesen on 21 Sep 11 - No Cached
  • 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.
  • ...5 more annotations...
  • Generally, the m-learning project made them more engaged with the content and activities of the course
  • the SMSes helped them focus on the course, reminded them of important things
  • In addition, some of the SMSes helped them stay motivated,
  • 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
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
tim mcnamara

On OER - Beyond Definitions | iterating toward openness - 1 views

opencontent.org/...2015

open oer Wiley #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • “open educational resources” is a highly context-mediated construct.
  • From a grant or contract compliance standpoint, the operational definition of open educational resources is often collapsed to:Open educational resource, (n). Any artifact that is either (1) licensed under an open copyright license or (2) in the public domain.
  • “In the public domain” means that, while the nature of the artifact qualifies it for copyright protection, the artifact is not subject to copyright restrictions.
  • ...10 more annotations...
  • defining an “open educational resource” in terms of copyright status is that the definition implies that all OER belong to the universe of copyrightable things. This explicitly precludes ideas, concepts, methods, people, places, events, and other non-copyrightable entities from being OER. (This helps us avoid some of the nonsense that went on with “learning object” definitions.)
  • onsequently, every community, individual, or institution’s ideal OER will be different, and it is important that we pause and acknowledge this.
  • Below, I work from the position that “an ideal OER would help every person in the world attain all the education they desire.” In this specific context, I believe the ideal OER would have three characteristics. It would: 1. Be always, immediately, and freely accessible by every person in the world 2. Grant the user the legal permissions necessary to engage in each and every possible usage of the resource with no restrictions whatsoever 3. Effectively support the educational goals of the user
  • The notion of access, and whether or not a specific OER is accessible, is highly context-dependent.
  • If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
  • Note, however, that a student with access to the high school library and enrolled in the class using the LMS still has access to these materials, so those copies of the resources simultaneously are OER to her while they are not an OER for others.
  • some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder.
  • it is meaningless to talk about OER being “high quality” without simultaneous reference to the user
    • tim mcnamara
      tim mcnamara on 12 Oct 11
       
      Context is critical in defining and determining OER
  • much of what makes an OER ideal is context specific
  • ideal to whom, for what purpose, to be accessed in what way, to be used in what fashion, etc
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