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Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Higher Ed - 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
anonymous

This Is Not Your Parents' Software Training - 1 views

blog.yammer.com/...parents-software-training.html

design information management

shared by anonymous on 22 May 12 - No Cached
  • learning by doing is really key
  • Millenials, as good as they are at social technology, still do need training. The training they will need is different from what late adopters need. They don’t need to be sold on importance of conversation or possibilities of viral content and serendipitous discovery. What they do need is to understand is how Yammer is different from Facebook — from differences in content and audience, to the techniques, such as using groups to get work done.
  • “You need to help your users create a what / when / where decision chart,” she advised. Oftentimes people don’t know what message should be posted to what medium and they end up getting nervous and not posting, or wreaking havoc on the natural “flow” of the community
roland legrand

A VC: Building The Ecosystem - 0 views

www.avc.com/...building-the-ecosystem.html

ecosystem education interaction design

shared by roland legrand on 07 Feb 12 - No Cached
  • roland legrand on 07 Feb 12
     
    some great references to entrepreneurial courses in this post by Fred Wilson 
anonymous

Own It: Social Media Isn't Just Something Other People Do - 4 views

www.theatlantic.com/...256212

social learning networks

shared by anonymous on 23 Apr 12 - No Cached
  • We look at a generation that has grown up online, and we worry about how "they" can't put down their iPhones, how "they" can't hold a real conversation, how "they" prefer distraction to presence. How will they form relationships? How will they learn to listen, or to be heard? The real and difficult questions are not about them, but about us. How will we choose to live online? How will we sustain conversations, build relationships, and cultivate genuine connection? And for those who are experiencing the kind of angst Turkle describes, an even more challenging question: How can I change when, where and how to plug in so that I actually like my life online?
  • We can have what Turkle terms a "big gulp of real conversation" -- through a chat window that keeps us connected, all day, to a best friend on the other side of the country. We can embrace the value of solitude and self-reflection, writing a blog post that digs deeply into a personal challenge -- perhaps choosing to write anonymously in order to share a deeper level of self-revelation than we'd brave offline. We can truly listen, and truly be heard, because online affinity groups help us find or rediscover friends who are prepared to meet us as we really are. These are the tools, practices, and communities that can make online life not a flight from conversation, but a flight to it. But we will not realize these opportunities as long as we cling to a nostalgia for conversation as we remember it, describe the emergence of digital culture in generational terms, or absolve ourselves of responsibility for creating an online world in which meaningful connection is the norm rather than the exception. We are making that digital shift together -- old and young, geeky and trepidatious -- and we are only as alone as we choose to be.
anonymous

Interlocutor: The Word of 2012 - 5 views

www.danpontefract.com/?p=1635

design dan pontefract #fslt12

shared by anonymous on 24 May 12 - No Cached
  • If there is only partial participation, is it only the loud that will succeed?
  • The network is the medium. And if the network is stunted or ambivalent to actively participate, we run the risk not of a digital divide but of a competence divide.
  • Let 2012 be about the interlocutor. I post, therefore I am.
Lone Guldbrandt Tønnesen

Authentic Learning ~ #change11 - 5 views

change.mooc.ca/501

Change11 Jan Herrington learning

shared by Lone Guldbrandt Tønnesen on 14 Dec 11 - No Cached
  • 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.
  • ...6 more annotations...
  • realistic
  • think in the same ways as professionals
  • Technology-based cognitive tools
  • the creation of real products and artefacts, and are more worthy of the investment of time and effort in higher education than decontextualised exercises and tasks.
  • The creation of genuine sharable products ensures that authentic learning is in a position to capitalize on the participatory culture afforded by social media.
  • our model to guide your design: http://web.me.com/janherrington/AuthenticLearning/
Lone Guldbrandt Tønnesen

Week 10: Erik Duval Learning in a time of abundance ~ #change11 - 3 views

change.mooc.ca/359

Erik Duval abdundance MOOC #change11 learning

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • As in most courses I ‘teach’, I expect that I will be the one who learns most…
  • e resul
  • Secondly
  • ...4 more annotations...
  • 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…
markuos morley

iterating toward openness - 2 views

opencontent.org/blog

David_wiley blog opensource iterating learning education david wiley

shared by markuos morley on 26 Sep 11 - Cached
  • One of the areas ripest for innovation is alternative certification of informal learning. Hence, the recent excitement about badges. Badges have incredible potential for providing a viable alternative to the traditional system of credits most universities are tied to by accreditors. It seems to me that there is a critical need for someone to demonstrate that badges are a viable alternative to the traditional accreditation process.
  • However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
  • We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education.
  • ...6 more annotations...
  • The bolded items above really represent one version (and certainly not the only one) of the complete package – open content, open learning support, and open badges that help you demonstrate competence to an employer.
  • • Combine these and other business models to generate enough revenue so that (1) the marking service can be free in addition to all the badge related materials being openly licensed and (2) employers will respect and recognize the badges resulting from the process.
  • - An initial list of OER (e.g., OLI courses) and Q/A services (e.g., StackOverflow.com or OpenStudy) which will help individuals develop the skills necessary to obtain the badges
  • 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.
  • The efficacy ideal is not realizable in practice. Intuitively we would want the ideal OER to support the educational goals of every user, and some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder. A resource considered very high quality by an English speaking undergraduate might be very low quality for an English speaking primary school student or a Spanish speaking undergraduate.
  • While everyone wants the OER they use to be high quality for them, it is meaningless to talk about OER being “high quality” without simultaneous reference to the user.
  • markuos morley on 10 Oct 11
     
    David Wiley's Blog
Allan Quartly

News: Academic Publishing and Zombies - Inside Higher Ed - 1 views

www.insidehighered.com/..._to_outmoded_academic_journals

scholar journals peer-reviews publishing technology change11

shared by Allan Quartly on 01 Oct 11 - No Cached
  • Fitzpatrick argues that journals should throw the door open to all comers, then deputize their readers to usher sound articles to a pedestal and banish bad ones to the margins. Scholarly journals would serve their constituencies better “by allowing everything through the gate, and by designing a post-publication peer review process that focuses on how a scholarly text should be received,” she writes, “rather than whether it should be out there in the first place.”
Tai Arnold

Learning with 'e's: Blogging about - 5 views

steve-wheeler.blogspot.com/...blogging-about.html

openness learning blogging

shared by Tai Arnold on 03 Oct 11 - No Cached
  • I know, academic publishing has never really been about how many people read your work, it's usually more to do with the kudos gained from publishing in an elite journal. And that's exactly what is so badly wrong with the current academic publishing system.
  • Blogging is an ideal popularist method for making ideas and research accessible for all.
  • Many a valuable debate has already been had on blogs, with a simple post as the stimulus for valuable dialogue across a community of practice.
  • ...1 more annotation...
  • Finally, anyone can start a blog, share their ideas and build a community of interest around their subject. It takes a little time, effort and commitment, but the rewards can be extraordinary.
Tai Arnold

digital digs: Welcome to badge world - 5 views

www.alex-reid.net/...welcome-to-badge-world.html

badges assessment credentialing #change11

shared by Tai Arnold on 19 Sep 11 - No Cached
  • Colleges are filled with students who could give a damn about learning but desperately need that credential.
  • Then it's all about the badges. My kids can just give up on ever having a single moment of joy in their lives. Even if they were going to enjoy something, how can they when they've already committed to this transactional experience instead?
  • The commodification of learning was already quite clear in the Reagan era when we stopped thinking of higher education as a social good and instead defined it as an individual's investment in his/her human capital. 
  • ...4 more annotations...
  • Anyone can open their own diploma mill, err I mean badge-selling operation? Of course not. Badges would have to be accredited by someone.
  • If you want to get a badge though, that's going to cost.
  • I think the presence of a badge could actually be a detriment to an otherwise genuine learning experience.
  • ]The whole point of education organisations adopting elearning is to cut costs. They are not doing it to improve education standards. They say it's to educate more. But we know this is a smoke screen. Bean-counters run universities and colleges just like they run commercial companies.For example, The Briish Council is planning to move into distance learning big time. 10,000s of new students. Their reasons (am I #cynic) won't be to improve educational outcomes (mostly English language teaching) but to get more qualifed teachers for for their bucks.
  • lrcruz2 on 19 Sep 11
     
    Thank you for compiling this info and posting for us all. I believe this is an interesting way to engage the learner and increase their extrinsic motivation to learn. I don't see elearning as a way to cut costs but rather a way to expand the reach of learning. Learning on line is different from face to fact and therefore it's possible that this commodification of learning is necessary as a result of these changing times.
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
Lone Guldbrandt Tønnesen

In Learning | Jim picks up on Gordon's (don't call him Gordo) ... - 1 views

inlearning.tumblr.com/...on-gordons-dont-call-him-gordo

#change11 learning

shared by Lone Guldbrandt Tønnesen on 11 Oct 11 - No Cached
  • Lone Guldbrandt Tønnesen on 11 Oct 11
     
    A video about MOOC´s - very nice
Lone Guldbrandt Tønnesen

David Wiley ~ #change11 - 2 views

change.mooc.ca/237

#change11 david education learning

shared by Lone Guldbrandt Tønnesen on 10 Oct 11 - No Cached
  • I worked on “learning objects,” which can be characterized as educational materials designed with the understanding that they will be reused in a broad variety of contexts
  • humans are too “expensive
  • the “reusability paradox.
  • ...4 more annotations...
  • – a great resource that is essentially impossible to reuse, or a really poor resource that you can easily reuse
  • an interest in providing teachers real-time suggestions about the best way to use their next 10 minutes, are relatively new areas for me.
  • • Online Self-Organizing Social Systems. http://opencontent.org/docs/ososs.pdf
  • I would like to invite students to reflect on the practical impact on people they would like to their educational technology / educational research work to have.
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
  • 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
  • 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.
  • The notion of access, and whether or not a specific OER is accessible, is highly context-dependent.
  • 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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