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?

 The use of Personal Learning Environment (PLE) might better align with this MI way of thinking, where the learner would decide which of those capacities he or she has would be of interests for development.

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

As in most courses I ‘teach’, I expect that I will be the one who learns most…

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Secondly

 But with mobile technologies, we have the capability to truly start to deliver what I call ‘slow learning’: delivering small bits of learning over time to really develop an individual.

 Most of our learning comes from outside the learning experience.  But can we do better?

to develop individuals in micro bits over a macro period of time rather than macro bits over a micro bit of time (which really doesn’t work)

The focus has to be on the learning experience design first, and then you can worry about how you might build the delivery environment

Our limitations are no longer the technology, but our imaginations

“work is learning and learning is work”,

how would you construct an optimal performance environment for yourself?

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. 

"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.

Search: Not Worth Printing open source, elearning trends, ethics in technology and education About

In terms of formal learning, Tony Bates believes that changes can occur within the existing education institutes

Martin Weller points to the importance of academic institutes recognizing digital scholarship, moving away from the inefficient and costly publishing model and moving towards online publications that better promotes interdisciplinary endeavours

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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.”

We know that people learn best by being actively and collaboratively involved in learning but in universities, we continue to use lectures and other one-way, vessel filling, sage-on-stage, methods to tell students what they need to know

An authentic learning approach enables educators to design tasks and assessments that are based on the kinds of activities that are performed in the so called ‘real world’.

An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.