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Allan Quartly

A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop | The International Review of Research in Open and Distance Learning - 10 views

www.irrodl.org/...2025

pedagogy abundance change11 e-learning technology

shared by Allan Quartly on 29 Nov 11 - No Cached
  • 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.
  • ...3 more annotations...
  • 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.
anonymous

Checklist for strong elearning - 0 views

www.cathy-moore.com/...klist-for-strong-elearning.pdf

design #change11

shared by anonymous on 01 Feb 12 - No Cached
  • anonymous on 01 Feb 12
     
    Cathy Moore
wayupnorth

Pedagogy First! - 6 views

pedagogyfirst.org/wppf

teaching resources COOLcast MOOC mentoring #change11

shared by wayupnorth on 21 Sep 11 - No Cached
  • wayupnorth on 21 Sep 11
     
    see also http://edtechtalk.com/node/5010 where Kate Robbins explains it on coolcast
Allan Quartly

educational-origami - home - 10 views

edorigami.wikispaces.com

#change11 education technology learning web2.0 wiki resources e-learning Bloom taxonomy digital change11

shared by Allan Quartly on 24 Sep 11 - Cached
tatiluna liked it
  • Allan Quartly on 24 Sep 11
     
    Wiki covering Bloom's Digital Taxonomy.
  • Pip Cleaves on 29 Sep 11
     
    You might also like this Bloom's Digital Taxonomy and Web Tools Poster: http://dl.dropbox.com/u/12784871/Bloom%27s%20Digital%20Taxonomy%20and%20Web%202%20Tools%20Poster.pdf It is important to me that we ensure the 'crete' level is not a tiny triangle, but a large box. Creation is an important part of 21stC Skill aquisition.
markuos morley

YouTube - David Wiley's Keynote on Open Education - 5 views

www.youtube.com/watch

education youtube david wiley OER resource Openness David_wiley opened openeducation

shared by markuos morley on 10 Oct 11 - Cached
  • markuos morley on 10 Oct 11
     
    David Wiley 2009 Keynote on Open Education (50mins)
  • tim mcnamara on 12 Oct 11
     
    Thanks marcuos. This is more good info on Wiley's approach. Well worth watching.
Rob Parsons

Digital Resilience : The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-014.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • George Siemens (2010) has argued that academia should take ownership of the open education debate before it is hijacked, and given the above history, I would agree.
  • The loss of ownership of some of these core academic functions occurred not because of the technology but rather because the scholarly community failed to engage with it
  • commercialisation of education did indeed occur, but not because academics went along with it unwittingly but because insufficient numbers engaged with the technology itself.
  • ...4 more annotations...
  • So what does engagement with technology mean? First, I would suggest, it acknowledges that the changes afforded by new technology are not peripheral but fundamental to all aspects of scholarship.
  • In his 1973 paper on the stability of ecological systems, Holling defined resilience as ‘a measure of the persistence of systems and of their ability to absorb change and disturbance and still maintain the same relationships between populations or state variables’.
  • Hall and Winn (2010) have applied the concept of resilience to education and open education in particular.
  • It is undoubtedly the case that the vast amount of online content means that people now conduct a lot of their learning informally, using free resources. Combined with financial pressures, this creates a pressure or an alternative competition for learning that is new to higher education.
tim mcnamara

The Primary Challenge for the OER Movement | iterating toward openness - 4 views

opencontent.org/...2042

oer open #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • 1. The Complete and Utter Lack of Assessment in the OER Space.
  • The vast majority of OER in the world do not include any assessments.
  • some people in the field need to turn their attention to the creation of Open Assessment Resources (OAR).
  • ...3 more annotations...
  • The work on the Open Badge Infrastructure is only slightly encouraging with regard to this challenge.
  • However, we can’t credential (responsibly) without assessments, and in the midst of all the excitement about badges I’ve yet to hear of any novel (or even uninteresting) work on the underlying assessments themselves
  • Given the OAR acronym, users of OER are literally up a creek without a paddle. And will be until we start making some progress on the OAR issue.
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