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Thursday, December 15, 2011
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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.)
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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.
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For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
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With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
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Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views
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" Ruth Clark and Richard Mayer in the industry classic e-Learning and the Science of Instruction, explain that seductive details are "interesting but irrelevant material added to a multimedia presentation in an effort to spice it up
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Seductive details are those elements in a program that draw you in, attract the eye and engage the brain. They seduce your interest, but distract from the main point.
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It's interactive! It's intriguing! But it's exhausting, and let's face it"—there's no point. Fatigue sets in and you move on
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This is the premise underlying the arousal theory, the idea that entertaining and interesting embedded effects cause learners to become more emotionally aroused and therefore they work harder to learn the material.
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. Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice.
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When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
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Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
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We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing.
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"Well-written, multiple-choice questions teach and assess knowledge within the context of a game. Poor questions simply allow the gamer to play the game without learning.
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that the addition of interesting yet unimportant augmentations can divert learners from learning the main points that are being made
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. You're best served to spend your time designing the right type of course and spending less time looking for ways to 'jazz it up'"
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. Now, take a look at the screen and see where your eye lands first. Is it the flashing Next button in the bottom right corner? Or is it the important content bit at the center of the screen? Ask an objective outsider to take a look, too
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What about your LMS? At Kineo, where I work, we love using Moodle and Totara as an LMS solution for our clients, not only because of the great features and the fact that it's open source, but always because we can make it look like almost anythin