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Vahid Masrour

Educational Technology - Insights: Collective Learning Explained - 4 views

edtech-insights.blogspot.com/...ective-learning-explained.html

#change11 collective learning presentation

shared by Vahid Masrour on 10 Oct 11 - No Cached
  • Vahid Masrour on 10 Oct 11
     
    slidecast, with slides and audio included
Ivan Travkin

The Open Data Handbook - Open Data Manual - 4 views

opendatahandbook.org/en

handbook open data open data definition guide technology

shared by Ivan Travkin on 19 Feb 12 - No Cached
  • Ivan Travkin on 19 Feb 12
     
    This handbook discusses the legal, social and technical aspects of open data. It can be used by anyone but is especially designed for those seeking to open up data. It discusses the why, what and how of open data - why to go open, what open is, and the how to 'open' data.
Maha Abdelmoneim

2011 The Year of Open « Paul Stacey - 4 views

edtechfrontier.com/...2011-the-year-of-open

OER education MOOC Creative Commons OERU Open Pedagogies

shared by Maha Abdelmoneim on 22 Dec 11 - No Cached
  • Maha Abdelmoneim on 22 Dec 11
     
    Summary of Open Education accomplishments in 2011
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
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?
Tai Arnold

How Online Innovators Are Disrupting Education - Jason Orgill and Douglas Hervey - Harv... - 4 views

blogs.hbr.org/...nline_innovators_are_disr.html

shared by Tai Arnold on 05 Nov 11 - No Cached
  • In fact, Gates, Khan, and teachers at the academy argue that online education can liberate teachers, allowing them to engage in more creative and influential one-on-one mentoring.
  • teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current models
  • Targeting non-consumers creates less backlash from teachers' unions and administrators, and could even generate student referrals from incumbents themselves.
  • Tai Arnold on 05 Nov 11
     
    "teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current model"
Keith Hamon

Typography for Lawyers - 4 views

www.typographyforlawyers.com/?page_id=3161

Bryan A. Garner #change11 open education open source

shared by Keith Hamon on 14 Jan 12 - No Cached
  • Keith Hamon on 14 Jan 12
     
    Here are seven qual­i­ties that I con­sider essen­tial to the iden­tity of open source, con­trasted with the diluted forms they com­monly assume.
tatiluna

A Language Learning MOOC #EFL #ESL « A Point of Contact - 4 views

apointofcontact.wordpress.com/...language-learning-mooc-efl-esl

shared by tatiluna on 21 Sep 11 - No Cached
  • One important aspect of such a context is that often non-Western, and thus non-English speaking cultures do not have as much or the same experience with Distance Learning and Autonomous Learning. A MOOC structure seems to assume a certain level of familiarity with both, so this is one reason why more activity and guidance are a must in an LMOOC.
    • tatiluna
      tatiluna on 26 Sep 11
       
      This is an important point that also should be emphasized more in the current Change11 MOOC, and also in the future with any other MOOCs if other kinds of students are going to participate.  In talking about education in other parts of the world, such as we have already hearing Zoraini Wati-Abas speak, we have to first understand the difference in structure or approach in that country.  OUM and the SMS strategy are more interesting when placed in the context of a country that has never seen such widespread distance learning before.  From my time spent in China, I think distance education would work well and be very appealing for many young people, but it may not be adopted for its inherent openness and difficulty to control.
  • wayupnorth on 21 Sep 11
     
    great thoughts about flexibility and self-directed potential of LMOOC
Keith Hamon

Organizing a Massive Open Online Course (MOOC) - 4 views

blog.clomedia.com/...assive-open-online-course-mooc

Tammara Combs mooc

shared by Keith Hamon on 09 Jan 12 - No Cached
  • Typically, a MOOC begins by setting up a simple registration website put together by your facilitators
  • Offering a MOOC is like putting on Woodstock. It will probably be chaotic, unruly, produce totally unexpected outcomes
  • Everyone is part participant and part presenter
  • ...5 more annotations...
  • If your company is looking for ways to expand its client base and position itself as a thought leader, consider hosting a MOOC.
  • For our purposes, consider a MOOC to be a free, open-ended, online course involving potentially thousands of participants using all kinds of social tools like websites, blogs, Facebook, Twitter, discussion forums — you name it — to discuss and learn about a topic from every angle and generate a body of knowledge that all can share.
  • I usually ask clients what they can give away for free that will increase their brand recognition or status. A MOOC is a great example.
  • the necessary ingredients for a MOOC: Knowledge or the opposite of knowledge: a question to which you don’t have an answer, but that you’d like to have answered. People to serve as facilitators. A digital infrastructure.
  • Hosting a MOOC doesn’t require: A large budget for staff. The mandate to measure ROI. A significant input of time, since participants take much of the lead. Physical space, since MOOCs take place in the virtual world.
  • Vanessa Vaile on 09 Jan 12
     
    Not just for ed or other training, relevant to local development, PR, marketing, branding, etc. 
  • Keith Hamon on 11 Jan 12
     
    the necessary ingredients for a MOOC:  Knowledge or the opposite of knowledge: a question to which you don't have an answer, but that you'd like to have answered. People to serve as facilitators. A digital infrastructure.
anonymous

The Information Diet | Tools for going on an Information Diet - 4 views

resources.informationdiet.com/tools.html

design Twitter information management

shared by anonymous on 22 May 12 - No Cached
  • Make Twitter something you have to check, not something that’s pushed at you.
  • If you’re an Outlook user, turn its desktop alerts off
Allan Quartly

Welcome to My PLE! - YouTube - 4 views

www.youtube.com/watch

#change11 education technology web2.0 change11

shared by Allan Quartly on 25 Sep 11 - Cached
  • Allan Quartly on 25 Sep 11
     
    Video of a 7th grade student's PLE
tatiluna

Walking the Virtuous Middle Way | iterating toward openness - 3 views

opencontent.org/...2036

shared by tatiluna on 10 Oct 11 - No Cached
  • We are learning that even what we once thought were true self-organizing systems rely heavily on “key, well-informed individuals altering their behavior according to their prior experience” to increase their efficiency.
    • tatiluna
      tatiluna on 10 Oct 11
       
      Self-organizing systems are tools.  See connection with my reading of John Dewey: must have a purpose in mind when using the many tools on the Internet, including MOOCS and self-organizing tools, or else it will be haphazard and not that helpful for learning.
Lone Guldbrandt Tønnesen

mooc - Irvine & Code - 3 views

mooc.wikispaces.com/Irvine+%26+Code

shared by Lone Guldbrandt Tønnesen on 12 Jan 12 - No Cached
  • 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?
anonymous

To Really Drive Enterprise 2.0 Forward We Need A Behaviour Change - 3 views

www.danpontefract.com/?p=1475

design dan pontefract #fslt12

shared by anonymous on 24 May 12 - No Cached
  • The ROI of Enterprise 2.0 / Social Anything is not how much did it cost to deploy the technology; it’s what gains have we seen in productivity, employee engagement and customer satisfaction as a result of new collaborative behaviours that are aided and propelled by Enterprise 2.0 / Social Anything technologies.
  • They forget adoption occurs only when people behave in a way that allows collaboration to manifest across an organization.
  • The HR / Learning Professionals are having massive difficulty adjusting to a world with Enterprise 2.0 / Social Anything technologies, but they can’t get in front of it in time to actually establish the behaviours for an organization … even if they knew what behaviours to depict in the first place.
  • ...4 more annotations...
  • The technologists are happy discussing Enterprise 2.0 / Social Anything features, gizmo’s and futuristic trends … but they forget about the behaviours that are needed to actually make the software more effective in the first place.
  • Whether using new or traditional technologies, the key to digital transformation is re-envisioning and driving change in how the company operates. That’s a management and people challenge, not just a technology one.
  • Dropping Enterprise 2.0 / Social Anything tools into the company theater is not going to guarantee your employees/leaders are collaborating and it’s certainly not going to drive reciprocity.
  • it’s the behavior of people that has to change in parallel with the deployment of any Enterprise 2.0 / Social Anything technology.
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