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onewheeljoe

Education as Platform: The MOOC Experience and what we can do to make it better ~ Steph... - 2 views

www.downes.ca/57725

mooc reflection downes

shared by onewheeljoe on 11 May 13 - No Cached
  • And I have some metaphors up here to help people grasp how they should understand this. Football. Following football. There must be some football fans here; I've heard it's popular. And there are teams all over the world. How many of you follow the South American leagues? What, nobody? Some of you may follow the European leagues, Manchester United, yeah? How many of you follow Australian football; have you been following what Brisbane's been doing lately? No! Well how can you be a football fan if you're not following all of these? Aren't you tearing out your hair? You just can't keep up? Of course not. You are a football fan by choosing those football games, those teams, those associations that are interesting to you. And you know that there are ten-year olds playing football in the back yard, but you don't feel compelled to go out and watch just because it's football. You learn to let it go.
    • Terry Elliott
      Terry Elliott on 13 May 13
       
      Dropping out of a MOOC then says more about your affinities than it does about your character?
  • And he contrasted that with the social kind of course that we see in Connectivism and Connective Knowledge, or the MOOCs that George, Dave and I have put on, where the action of the course is predominately interaction with each other.
  • Dave Cormier, who might also be in the room - he's in the back doing his hallelujah wave - has done a number of really nice videos about what a MOOC is and how to be successful, and again, it's like I said before, success in a MOOC isn't just remembering content. Success is very much what you define success to be, and that sounds a little anti-intuitive. How can you get a job if success is what you define it to be? Then again, that comes back to the purpose of this in the first place. What is success in a MOOC? Dave defines five steps: - orient (figure out where stuff is), - declare (and what that means is, setting up a place for yourself, setting up an identity for yourself, even, a little but, using course tags to identify that part of your material that you're contributing as part of the course), - and then network (because once you set up your space and write some posts nothing happens; it's when you begin to connect with other people), - and as you network you begin to find people you have affinity with (not necessarily people who are the same as you, but people who you can talk to, people who have an interest in a subject that corresponds with your interests), - and then finally and most interestingly, find a purpose for the work that you are doing (why are you in this educational experience, where are you going to apply it).
    • Terry Elliott
      Terry Elliott on 13 May 13
       
      Here is a link to a png of the above: https://www.dropbox.com/s/dv6z5ufa5czcyqv/successful%20moocs.png Play?
  • ...2 more annotations...
  • But what made these universities great was not the content (often it was wrong, you go back 50 or 100 years, what they were teaching was pure… wrong; we know a lot more now than we did then) but it was the exposure of the students to the minds of these great thinkers and how they thought and how they reasoned and how they inferred.
    • Terry Elliott
      Terry Elliott on 13 May 13
       
      I agree and the process for making it increasingly less wrong is cooked into the institution. Universities didn't get to be a 1000 years old as an institution without having had corrective feedback and feedforward mechanisms.
  • Q. Do you think moderation is required as well?A. The problem with moderation is it's labour intensive. I'd rather define it structurally. Look at chess, right? Or look at football. This is what kills me, right? The entire nation of India knows how to play football - that would take a massive education project. And yet, they did it. I don't know how many people play chess, but again, you can imagine the entire nation learning how to play chess. Or learning how to speak a language. So, it can be done. But not with human mediation. So you need structural elements that serve in this way. Again it comes back to the social object thing. The purpose of the structural elements is not to shape the discussion or lead the discussion a certain way, but it's to offer this channel, this semantic-free interface between people, a structured interface, but meaning-free. That was a little awkwardly expressed, but you're nodding so I think you kind of got it.
    • Terry Elliott
      Terry Elliott on 13 May 13
       
      The sentiment is to be yearned for--a structured interface, but meaning-free--but that is a chimera. Every tools has its handle or in most cases, its controlling metaphor. There ain't no such critter as a value free, frictionless conduit.
Terry Elliott

Connected Learning Principles | Connected Learning - 3 views

connectedlearning.tv/connected-learning-principles

ifttt delicious diigo

shared by Terry Elliott on 11 May 13 - No Cached
  • connected learning
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      Connectivism a la Siemens/Downes/et al?
  • What would it mean to think of education as a responsibility of a distributed network of people and institutions, including schools, libraries, museums and online communities? What would it mean to think of education as a process of guiding youths’ active participation in public life that includes civic engagement, and intellectual, social, recreational, and career-relevant pursuits? How can we take advantage of the new kinds of intergenerational configurations that have formed in which youth and adults come together to work, mobilize, share, learn, and achieve together? What would it mean to enlist in this effort a diverse set of stakeholders that are broader than what we traditionally think of as educational and civic institutions?
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      Are these the essential questions of connectivism? Are there others?
  • Full Participation -- learning environments, communities, and civic life thrive when all members actively engage and contribute.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      So...is lurking to be discouraged? Personally, I see lurking as a positive step, sometimes the first step to full participation. Yet I also think that to end with lurking is and should be allowed. The choice to become more a part of a community should not be entered lightly. We should be showing learner when to lurk and when to jump in the shallow end and when to dive off the high board.
  • ...11 more annotations...
  • Interest-powered
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      This is what I see referred to as the folksonomic power of a community. Think of it as an artisian well as opposed to a hand or electric powered well. All of them get the water up, but we would all prefer the water that is the most self-sustaining with the least energy. We want to harness this artesian well in any community of learning because it is deep, cool, clean and drinkable right away. It can be pooled up and used to power everything else in the community.
  • Peer-supported
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      Once you have the power of the people (the folk that are folksonomy), you can multiply these personal interests by creating commuties that connect them with as little friction as is possible.
  • peer learning need not be peer-isolated
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      In social capital theory their are two kinds of relations: bonding (in this case representing peer-isolated support) and bridging (adult participation). In our CLMOOC we need to think in terms of facilitators as the peer-isolated, bonding in our shared interest and of our educational innovators as bonding with each other as well. Where would bridging social capital fit in this scheme?
  • Academically oriented
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      Where does informal learning (which some adult learning experts say accounts for upwards of 90% of the learning we actually do in the world) fit into this academic orientation? Personally, I think we need to have manifold orientations, each appropriate to and sustainable for the task at hand. For example, what place do discussions outside of the educational institution have? What place to students who we remain connected with after they pass through our academic space? When you begin to think about what happens outside the academic space for the 23 hours of the day, how does this insistence upon 'academic orientation' really make sense?
  • n addition, connected learning calls on today’s interactive and networked media in an effort to make these forms of learning more effective, better integrated, and broadly accessible.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      Does anybody else thinks this sounds manipulative? Or is 'positively manipulative' like most of what we do in the classroom? It seems like the authors are asking us to consider how we can 'harness' (let us not forget that horses are harnessed) the power of open networks (or even proprietary ones) to heighten what we do in our educational institutions. This is good when horses are pulling for a common good, but not so good when the horses need to be out browsing, playing and resting.
  • Shared purpose -- Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      Implicit in this is the idea that we have free-range learners who get to choose from or create their own learning environments. This is already highly constrained because of federal privacy laws and almost makes it certain that to satisfy this that students will do it on their own or at least be part of very tightly veted cross-generational communities. Also, implicit is this is a powerful need to show learners how to be safe in any community they choose to be a part of. I do not think that this is a deep societal value yet.
  • Cross-generational learning and connection thrives when centered on common interests and goals.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      What are our common interests and goals in the CLMOOC? And what kind of place is best suited to achieving those goals?
  • Production-centered
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      This is such an American value. We need to have something to show for what we are doing. I approve, but I also think that the 'thing-centered-ness' of this value should be extended to processes as well. Nouns are good, but let's get verbish as well. For example, I think that workflow is a product and a process. I think PLN's are products and processes. Collaboration is an act that goes well beyond its products.
  • Learning is most resilient when it is linked and reinforced across settings of home, school, peer culture and community.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      I heartily agree with the value of open networks although I usually have to navigate through mostly proprietary and walled gardens that only appear open (Twitter/FB/Blackboard/Prezi/Diigo). I am uneasy about this and can only say rather vaguely that I prefer to work within networks where I can sense my own center of gravity.
  • The urgent need to reimagine education grows clearer by the day.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      This is a truism, but the problem is that reimagining has an inherent bootrstrap problem--how can you reimagine something truly new that helps learners engage, that don't alienate, that satisfies business, and that doesn't widen the opportunity /equity gaps already built in to the old way? Imagining often amounts to remixing (what the snarky might call Titanic deck chair management). Imagining oftne amounts to mashing up. Imagining almost always is about putting old wine in new bottles. The truly imaginative (think William Blake, think Nicola Tesla, , think Edward Deming, think Ivan Illich) typically step utterly outside the old imaginative sphere and concoct new ones that are not backwardly compatible and usually creatively destructive. These are not 'adjacent possible' thinkers. They are usually outside the discipline, outside the paradigm, outside that cliched box. These are not reimaginers; they are imaginers. They are drawing new doors on walls and then grasping the knob that has magically become 3-D, walking through and leaving it open for others. What does that leave us as facilitators to this reimagination of education? We are obliged to render unto Caesar what is Caesar's and unto our new learners what is our new learners. How tough is that? Double tough. And I think it is risky business. How do you show someone how to use a wiki to conduct the business of a classroom and at the same time show that same someone how to conduct the business of their own learning using that tool? This purposeful code-shifting has the potential to generate double binds in its users and that is not good. Mama never said this teaching thing would be easy.
  • Additionally, technology and the networked era threatens to stretch the already-wide equity gap in education unless there is decisive intervention and a strong public agenda.
    • Terry Elliott
      Terry Elliott on 12 May 13
       
      I think this is how we can solve the paradox of the double bind--public education. We have public learning institutions in order to give everyone a shot at shared purpose, shared making, and shared networking. In a word educational institutions are opportunity shops, a place where we all can gather to connect.
Terry Elliott

Make Cycle 2 Questions | connectiv - 0 views

connectiv.wordpress.com/...make-cycle-2-questions

shared by Terry Elliott on 25 Jun 13 - No Cached
  • maker? Why make? Why now?
    • Kevin Hodgson
      Kevin Hodgson on 27 Jun 13
       
      I think the idea of making has certain resonance right now. As the world gets more digital, there is more a need to remember how we created without technology.
  • What happens when makers converge around shared interests and purposes? What opportunities might we seize?
  • How do we find and build diverse and inspiring networks of people, resources, and places that support our making and learning?
    • Kevin Hodgson
      Kevin Hodgson on 27 Jun 13
       
      Here is the crucial question of the MOOC, right? How do create something authentic for people so that the community and network of other makers/learners is authentic, and not just mediated by us, the MOOC facilitators?
  • Terry Elliott on 25 Jun 13
     
    Make Cycle 2 Questions | connectiv maker? Why make? Why now? What happens when makers converge around shared interests and purposes? What opportunities might we seize? How do we find and build diverse and inspiring networks of people, resources, and places that support our making and learning?
Terry Elliott

Building The Daily Create | Tim Owens - 0 views

timmmmyboy.com/...building-the-daily-create

ifttt delicious diigo

shared by Terry Elliott on 15 May 13 - No Cached
  • I’m not a programmer, I’m more of a “hack away at something and make it work” type of guy.
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      I am much the same.
  • The homepage is a WordPress loop
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      what is a wordpress loop?
  • static content blocks
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      How do I do these?
  • ...15 more annotations...
  • schedule these assignments to automatically post
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      I have done these before.
  • Twitter Tools fires off a tweet to the TDC Twitter account.
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Twitter tools is a plug-in?  would need a dedicated Twitter account.
  • Flickr
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Need a clmooc flickr account if we want to do photographic creates.
  • a plugin called Awesome Flickr Gallery
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Need this plug-in.
  • You can create multiple galleries, restrict them to a specific tag, and control how they display.
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      fine grained controls, cool.
  • Each assignment gets its own gallery which gets put into the post as a shortcode.
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      I assume the plug-in generates the gallery and the short code.  this looks like a manual operation here.
  • Alan figured out how to link back to the original Flickr photo
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Would want this kind of function as well.
  • decided to use SoundCloud
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Need a Sound Cloud account
  • simple widget for groups that we’re using on The Daily Create
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Need the widget.
  • SoundCloud is very restrictive with free accounts and very expensive for paid features. Free users only get 120 minutes of audio total and can only create 1 group. This means I have to find folks to create these groups for each assignment
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Serious sticking point here.  Need to look at alternatives.
  • YouTube was an obvious choice since so many people already use it and I just needed to find the best way to visualize a tag. The answer to that was TubePress with allows you to build shortcodes with TONS of options.
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      TubePress plug-in will do it as long as YouTube doesn't start costing money.
  • it takes awhile to feed in
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Drawback with vimeo or youtube not a deal breaker.
  • allowing folks to submit suggestions for new assignments
  • Gravity Forms
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      Yes, this works great.
  • allows us to create a form whose submission automatically creates a new post in draft. The user assigns it a category. All we have to do is decide when it should be published, add the widget/shortcode for visualizing it, and give it a tag. The more submissions we get the more posts will be scheduled in advance and there’s very little turnaround work for us.
    • Terry Elliott
      Terry Elliott on 15 May 13
       
      This sounds complicated but it is probably just a matter of screwing up a bunch of times and then fixing it.
  • Terry Elliott on 15 May 13
     
    Here is how ds106 does the daily create.
Kevin Hodgson

Maker - A documentary on the Maker Movement by MURIS - Kickstarter - 0 views

www.kickstarter.com/...umentary-on-the-maker-movement

maker documentary clmooc

shared by Kevin Hodgson on 03 Oct 13 - No Cached
  • Kevin Hodgson on 03 Oct 13
     
    Wonder how this will turn out ...
onewheeljoe

Is It Time to Give Up on Computers in Schools? - Hybrid Pedagogy - 0 views

www.hybridpedagogy.com/...ive-up-on-computers-in-schools

shared by onewheeljoe on 30 Jun 15 - No Cached
    • onewheeljoe
      onewheeljoe on 30 Jun 15
       
      The word easy stands out to me here. Schools are proving that it isn't easy to subvert or to entrench the meritocratic, racially segregated, class-based system of education. There is deliberate struggle on both sides and progress is painfully slow. What I find to be true is that if you follow the money, you find that it the dollars are best organized in the effort to further entrench our inequitable systems. 
  • we need to get the ideologies that are hardwired into computers out of the classroom.
  • These were days of experimentation, and as Seymour teaches us, re-imagining what these powerful machines could enable students to do. (That’s why the computer matters, Seymour argued — something you could tinker and think with. Not this other word that ISTE now invokes, “technology.”) And then came the network.
    • onewheeljoe
      onewheeljoe on 30 Jun 15
       
      How has the network stifled tinkering, innovation and progress? 
  • ...5 more annotations...
  • What “the network” introduced in educational technology was also a more centralized control of computers. No longer was it up to the individual, innovative teacher to have a computer in her classroom. It was up to the district, the Central Office. It was up to IT. The sorts of hardware and software that were purchased had to meet those needs — the needs and the desire of the administration, not the needs and the desires of innovative educators, and certainly not the needs and desires of students.
  • Computers are a tool of surveillance.
  • If we want schools to be democratizing, then we need to stop and consider how computers are likely to entrench the very opposite. Unless we stop them.
  • ISTE is the perfect place to question what the hell we’re doing in ed-tech in part because this has become a conference and an organization dominated by exhibitors. Ed-tech — in product and policy — is similarly dominated by brands. 60% of ISTE’s revenue comes from the conference exhibitors and corporate relations; touting itself as a membership organization, just 12% of its revenue comes from members. Take one step into that massive shit-show called the Expo Hall and it’s hard not to agree: “Yes, it is time to give up on computers in schools.”
  • The stakes are high here in part because all this highlights Google’s thirst for data — our data. The stakes are high here because we have convinced ourselves that we can trust Google with its mission: “To organize the world’s information and make it universally accessible and useful.”
Terry Elliott

Tree Sitting - The New Inquiry - 0 views

thenewinquiry.com/...tree-sitting

shared by Terry Elliott on 15 May 13 - No Cached
  • Terry Elliott on 15 May 13
     
    A real spark of an article about the danger of MOOCs and how 'disruption' can be more like Naomi Klein's Shock doctrine--disruption for private profit.
Terry Elliott

How to Create Chrome Apps and Extensions for your Website - Tutorial - 1 views

www.labnol.org/...27958

shared by Terry Elliott on 24 Apr 13 - No Cached
  • Terry Elliott on 24 Apr 13
     
    What could be easier? What kinds of projects, questions, solutions might this help with in our summer of making?
Terry Elliott

Your ds106 Handbook - 0 views

ds106.us/handbook

shared by Terry Elliott on 23 Apr 13 - No Cached
  • Terry Elliott on 23 Apr 13
     
    How to..., what to...., why to.... a small scale MOOC that works like no other.
Terry Elliott

The Philosophy Of Game Development By The Numbers | TechCrunch - 0 views

techcrunch.com/...of-modern-day-game-development

shared by Terry Elliott on 05 May 13 - No Cached
  • So other than confirming the obvious, the crux of this exercise is to realize that nothing actually guarantees the achievement of ideal average player lifetimes, retention rates, virality and ARPDAUs. The best a gaming company can really do is set up internal processes and pipelines, such as the ones below, that give it the best shot at producing a game with ideal metrics: Rapid prototyping and play testing: This is critical for quickly gauging the potential retention of a proposed game design before full-fledged work is to start on it. Many game designs are just not worth the effort of taking to fruition. Extensive A/B testing: Robust, extensive A/B testing throughout the life cycle of a game is very important because even minor bumps in analytics have a directly measurable effect on profitability. Pipeline for frequent updates: A reliable pipeline to deliver frequent content updates is a must-have in the bid to prolong average player lifetimes. Once a gaming company commits to a game, it needs to consistently perceive the game as a work-in-progress. Big-name gaming companies are already following the aforementioned fundamental tenets in their production pipeline – it’s more often the smaller studios which persist with informal methodologies. That’s bad practice because instead of facilitating the smaller studios to catch up, it exacerbates the gap between the big and small fish over time. As the mobile gaming market continues to spew riches for the foreseeable future, it is imperative that modern day game developers structure their entire operations around the fundamentals of data analytics instead of trying to fit a metrics-based veneer over introverted, blind game development. Their jobs are basically to create digital entertainment products that activate the maximum possible number of highly viral users on a daily basis for the longest sessions. Nothing more, nothing less.
  • Terry Elliott on 05 May 13
     
    Really how analogous programming and teaching are. But not in the sense we are programming our students. More like we are programming ourselves with the ideas of fast prototyping/testing, A/B testing, and frequent updates.
Terry Elliott

Doc Horse Tales: Why write? Because you love to. - 0 views

dochorsetales.blogspot.com/...write-because-you-love-to.html

shared by Terry Elliott on 04 Aug 13 - No Cached
  • Why Write?
    • Kevin Hodgson
      Kevin Hodgson on 04 Aug 13
       
      This question is at the heart of why I online. I write for many reasons. Most of all, I write to understand the world.
  • symbol-misusing animal
    • Kevin Hodgson
      Kevin Hodgson on 04 Aug 13
       
      There's a term, eh? Oh, how we love to misuse things. As an aside, this could also be known as "hacking" the purpose, so there is a positive side to this. It's all about power, though, and who has it and who doesn't.
  • I discovered joy in composing as I played with digital media.
  • ...5 more annotations...
  • hard work
    • Kevin Hodgson
      Kevin Hodgson on 04 Aug 13
       
      Work, yet, but play, too.
    • Terry Elliott
      Terry Elliott on 04 Aug 13
       
      I think you have managed to turn it into play because of your morning disciplines, Kevin, but for many it is work. I go back and forth myself.
  • the kind of passion that takes time and tending
  • the kind of passion that takes time and tending
    • Kevin Hodgson
      Kevin Hodgson on 04 Aug 13
       
      Agreed and a great way to wrap up your post.
  • do it for the kids
    • Kevin Hodgson
      Kevin Hodgson on 04 Aug 13
       
      And share your writing and your process towards writing with your students. Show the messy work that leads to the final writing.
Kevin Hodgson

CLMOOC Makes Flipboard - 1 views

flip.it/g5CAn

clmooc make how to

shared by Kevin Hodgson on 20 Jun 14 - No Cached
  • Kevin Hodgson on 20 Jun 14
     
    for Make Cycle One
Terry Elliott

#clmooc Introduction » Teaching & Learning - 0 views

swpax.org/636

ifttt delicious diigo

shared by Terry Elliott on 19 Jun 13 - No Cached
  • I believe the idea that everything is a remix, as Kirby Ferguson’s documentary shows.
    • Terry Elliott
      Terry Elliott on 19 Jun 13
       
      I was very strongly influenced by this when it came out and by Lessig earlier. I used that line today in a presentation
    • Kevin Hodgson
      Kevin Hodgson on 27 Jun 13
       
      It's a good line to remember, and to have inside as we share out what we are doing with this project, and to consider how to infuse the spirit of the MOOC into other ventures, too.
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