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Diego Leal

'Open Teaching': When the World Is Welcome in the Online Classroom - 2 views

chronicle.com/...124170

conectivismo OpenEducation OpenCourses

shared by Diego Leal on 01 Sep 10 - Cached
  • "We have to get away from this whole idea that universities own learning," says Alec V. Couros, who teaches his own open class as an associate professor of education at Regina, in Saskatchewan. "They own education in some sense. But they don't own learning."
  • But the difficult questions remain. Start with privacy. How do professors protect students who feel uncomfortable—or unsafe—communicating in a classroom on the open Web? How do they deal with learning content that isn't licensed for open use? What about informal students who want course credit? And, most basically, if professors offer the masses a chance to pull up a virtual seat in class, how do they make sure the crowd behaves?
  • "This is a very different way to learn," Ms. Drexler says. "I as a learner had to take responsibility. I had to take control of that learning process way more than I've had to do in any traditional type of course, whether it's face-to-face or online."
  • ...15 more annotations...
  • Partly, he says, it's about student privacy. But it's also about setting a learning context for paying students, meaning what they see and how their education is structured. If instructors don't control that context, he says, "they're in some sense abdicating their responsibilities to their own students."
  • Mr. Downes, who writes a well-known education technology blog called OLDaily, permits students to create private groups if they like. But that isn't the default position. He also argues that closed classes provide a lot of latitude for misbehavior, such as prejudice or acting inappropriately toward women. "People say, 'Well I'm a lot more comfortable in private,'" he says. "I sometimes think of that as meaning, 'I'm a lot more comfortable being a jerk in private.'"
    • Diego Leal
      Diego Leal on 01 Sep 10
       
      Estar en público y argumentar las posiciones personales en público es un elemento crítico de la actividad académica, no? Al final, de qué se trata la idea de "espacio seguro", al menos cuando se habla de educación de adultos?
  • distance educators also question how well the open-teaching model, which has been limited mostly to educational-technology courses, would apply to more-traditional subjects that may require more guidance for students.
  • At the end of the day, the popularity of open classes will depend on whether learning-management software companies like Blackboard make it easy to publish open versions of online courses,
  • GoingOn Networks' social learning platform allows designers to open up specific areas of the course site to public audiences or restrict other areas of the site to enrolled users. Penn tested the MOOC concept and the technology with a course in Global Environmental Sustainability in 2009. You can view it at https://pennlpscommons.org/.
  • There are certain foundational skills necessary for learning in an open online environment. Early research indicates the need for learners to practice digital responsibility (including management of personal privacy and respectful behavior), digital literacy (ability to find and vet resources as well as differentiate between valid and questionable resources), organization of online content, collaborating and socializing with subject matter experts and fellow students, and the ability to use online applications to synthesis content and create learning artifacts.
  • My biggest concern with this model is this: how can we effectively teach research and writing in a "MOOC"? That is, how can teachers provide consistent, reliable and useful feedback to so many students?
  • There is no doubt a size limit on effective tribal size. Larger numbers of people interacting around an issue tend to clump into clans of 3-12 students when working on a medium sized project or issue. I'd be interested to hear about what social structures emerge among active participants.
  • I really believe there is a distinction between open teaching and open learning. As a teacher, I could conduct my course in a completely closed environment, but offer my course materials in an open forum that anyone can freely access. Is that open or merely transparent? You begin to see a continnum emerging here. On the other hand, as a highly motivated learner, I could piece together a rich learning experience with open courseware in the absence of a teacher or facilitator. Though at some point, I may have to connect with other learners or subject matter experts who can supplement the materials.
  • My real issue is the lack of a feedback loop. I'm sure you have learning objectives and some of the students do graded assignments, but the rest is just unknowing wishful thinking.
  • Chedept wrote "At a minimum, learning is about demonstrated knowledge or skills."Really? So if you have no one to whom to demonstrate knowledge or skills, are you unlearned? Learning need not have such boundaries. Parents of pre-school-aged children see unbounded learning for the joy of discovery every single day.
  • Open courses may not be practical for all situations (I highly doubt any pedagogical model is the answer to all questions). Some courses require high levels of direct instruction or lab settings.
  • instead of the instructor being the sole source of guidance and information, she becomes a node among other nodes (important, even critical, but no longer the only or dominant one) in a learning network
  • I think it is important to remember the number of students that actively participate in the 'course' until completion. In the case of the 'MOOC' considered here, 2300 students enrolled, and less that 10% actively participated. While enrolment might be considered large, participation and contribution is much smaller. Another of these courses started with about 90 enrolled, and finished with about 8 participating. I considered this to be more of a TOOC = tiny online open course, than a MOOC.
  • I like the comments differentiating "open teaching" from "open learning". I recently gave a talk about the latter, leveraging social networking tools to create a global learning community: http://bit.ly/mmo-learning
  • Diego Leal on 01 Sep 10
     
    Artículo de The Chronicle of Higher Education, hablando acerca de las experiencias de los cursos abiertos realizados por David Wiley, Stephen Downes, George Siemens y Dave Cormier. Los comentarios muestran objeciones y preguntas válidas a estos experimentos.
Rubén Darío Vélez Lopera

La Ley SOPA (Stop Online Piracy Act). Mas sobre Derechos de Autor y política ... - 1 views

de10.com.mx/13421.html

ambientes de aprendizaje mediados por TIC Ley SOPA Ley Lleras derechos de autor política internacional

shared by Rubén Darío Vélez Lopera on 29 Feb 12 - No Cached
  • Rubén Darío Vélez Lopera on 29 Feb 12
     
    Nuevamente, "Estados Unidos está sumamente preocupado". Ahora por los derechos de autor desprotegidos ante el desarrollo de las redes sociales basadas en la Internet. La ley SOPA, que significa Stop Online Piracy Act, "es una iniciativa de ley que pretende extender el largo brazo del Departamento de Justicia de los Estados Unidos fuera de territorio norteamericano, al mismo tiempo que pretende, también, ampliar las capacidades de los propietarios de derechos intelectuales, para combatir y controlar el tráfico online de contenidos y productos protegidos, ya sea por derechos de autor o de propiedad intelectual". En este artículo se hace alusión a algunos efectos "colaterales" que tendría la entrada en vigencia de esta Ley, no solo a respecto al reconocimiento de regalías a los productores de contenidos, sino a las nuevas formas de socialización global ya inauguradas... Una versión similar en Colombia, la denominada Ley Lleras (de momento, un fracaso :)) :"El proyecto de Ley 'por medio del cual se regula la responsabilidad por las infracciones al derecho de autor y derechos de propiedad intelectual en Internet',"
estelaripa

elearnspace › Africa: Millenium Development Goals - 1 views

www.elearnspace.org/...ca-millenium-development-goals

elearning siemens abierto analisis africa objetivos del milenio desafio cambio

shared by estelaripa on 01 Sep 10 - Cached
  • social interactive potential of large-scale peer-based learning
  • Each node that joins the network amplifies the network’s potential for peer learning and participation.
  • Content duplication, scaling, and reproduction are far better managed by technology. One recorded lecture can be seen a thousand times online without significant increase in expense. The content broadcast of any course can be opened and shared online fairly easily, using simple tools like Skype, ustream, or Elluminate. Duplicating content – where we are now with open educational resources is easy and cheap. The exciting and fascinating potential available to educators around the world today is to engage in social, participative, and networked learning with students and colleagues. Technology can facilitate this, but the social dimensions of learning are still best managed by humans. This is the exact model Stephen Downes, Dave Cormier and I are utilizing in open courses (we are hosting an upcoming open course on personal learning environments and networks …if you’re interested, you can sign up here). Open courses offer a model of learning that enables educators to utilize existing learning activities and distribute them across a network. Sugata Mitra has demonstrated the value of peer and self-directed learning in India. In online learning, I think my work with Cormier and Downes has similarly demonstrated how people in networks can help each other to learn, even when more that 2300 learners are involved (our CCK08 course).
  • ...2 more annotations...
  • I can see no other model that provides the effectiveness of learning on a large enough scale to meet the current challenges in many of the worlds emerging economies. Traditional educational models simply cannot scale rapidly enough.
  • It will take no additional effort and time for us (Rita Kop, Stephen Downes, Dave Cormier) if 500 or 5000 learners from Africa join our open course in September.
  • estelaripa on 01 Sep 10
     
    Siemens analiza la posibilidad de los cursos abiertos u otros sist nuevos para cubrir las necesidades de países pobres para el desarrollo de los objetivos del milenio. Dice: dejar hacer a las tic y a las personas lo que hacen mejor respectivamente. Aún lo no leí pero me parece muy interesante...
kathyfc

Facilitating Online Learning: Effective Strategies for Moderators - 0 views

www.ifets.info/...8.html

ICT

shared by kathyfc on 17 Feb 13 - Cached
  • Facilitating Online Learning: Effective Strategies for Moderators (Book review)
Simon Rave

Pinterest / Home - 0 views

pinterest.com

bookmarking design socialnetworking tic

shared by Simon Rave on 19 Feb 12 - Cached
  • Simon Rave on 19 Feb 12
     
    Pinterest is an online pinboard. Organize and share things you love.
Andrés Peláez

Sentence Sence: A Writer's Guide - 2 views

webster.commnet.edu/sensen

english learning writing grammar education reading

shared by Andrés Peláez on 16 Feb 12 - Cached
  • Andrés Peláez on 16 Feb 12
     
    This online textbook in basic writing offers students three approaches to becoming more confident writers. Part One examines how sentences work, giving students a structural understanding of the language they use every day. Part Two focuses on errors that commonly appear in written English. Part Three suggests techniques and topics for developing ideas in writing. Students may move back and forth among parts, using the resources collected in Part Four as support.
  • Simon Rave on 19 Feb 12
     
    Interesante página, para mejorar sustancialmente la escritura en lengua inglesa, práctica e intuitiva.
Minerva Bueno

Ecosistema y transformación en las comunidades de práctica y de aprendizaje - 0 views

www.cibersociedad.net/...924

autonomía

shared by Minerva Bueno on 04 Aug 10 - Cached
  • Minerva Bueno on 04 Aug 10
     
    "Para que tengan cierto éxito las comunidades de aprendizaje existen seis puntos críticos (de importancia descritos) por Rena M. Palloff y Keith Pratt (2007: 145-148): 1) Para que los participantes se conecten entre ellos, es necesario un sentido de seguridad y confianza. 2) Una comunidad de aprendizaje online, simplemente, no puede existir, a no ser que los miembros reaccionen mutuamente. 3) Relacionar la materia con experiencias de la vida cotidiana y estimular la búsqueda fuera y compartir ejemplos que lo ilustren solo enriquece los resultados de aprendizaje. 4) Para unirse como comunidad de aprendizaje, los miembros necesitan sentir que se les respeta como personas. 5) Aunque relacionado con el tópico de la honestidad, la sinceridad se relaciona más con el entorno creado dentro del grupo y es un producto de la capacidad de ser sincero con y respetar a los demás. 6) Una sensación de empoderamiento es a la vez un elemento crucial y un resultado de participación deseado en una comunidad de aprendizaje online. En un entorno centrado en el aprendiz, éste es verdaderamente el experto cuando logra un propio aprendizaje. En consecuencia, los participantes toman nuevos roles y responsabilidades en el proceso de aprendizaje, y se les animará a buscar el conocimiento en cualquier parte que puedan. Se les debe empoderar y fortalecer con autonomía del aprendizaje.
Andres Felipe Muñoz

El Propósito de la eParticipación, eEvaluación, eModeración - 22 views

Existen estrategias efectivas, para que los educadores que hacen las veces de moderadores, facilitadores y mediadores del aprendizaje en linea, se empoderen de mejores prácticas para crear interacc...

eParticipación inclusión digital eLearning

started by Andres Felipe Muñoz on 08 Feb 12 2 follow-ups, last by Andres Felipe Muñoz on 25 Feb 12
MARGARITA PATIÑO

Redes sociales y espacios universitarios Conocimiento e innovación abierta en... - 0 views

rusc.uoc.edu/...v9n1-esp

conocimiento distribuido educación superior redes sociales innovación abierta

shared by MARGARITA PATIÑO on 26 Mar 12 - No Cached
  • MARGARITA PATIÑO on 26 Mar 12
     
    la pujanza de la sociedad de las tecnologías y de la información, y la irrupción del fenómeno de la web 2.0 en los contextos formativos universitarios han provocado un profundo viraje en las funciones que deben desempeñar los docentes. la capacitación didáctica y tecnológica del profesorado se está convirtiendo en un imperativo para hacer frente a las nuevas situaciones de enseñanza-aprendizaje desarrolladas en escenarios virtuales y/o con el apoyo de herramientas tecnológicas. En el presente trabajo se enuncian las competencias didácticas, tecnológicas y tutoriales que deben defi nir al docente 2.0 que desempeña sus tareas inmerso en entornos tecnológicos, las cuales están directamente relacionadas con aspectos intrínsecos al modelo instructivo adoptado, al contexto y a las nuevas herramientas mediadoras. Esas competencias profesionales van a plasmarse en la orientación dispensada a los estudiantes, en su capacidad para el diseño de materiales didácticos multimedia motivadores, en la formulación de actividades colaborativas, etc. Cita recomendada Del MoRAl, Mª Esther; vIllAlUSTRE, lourdes (2012). «Didáctica universitaria en la era 2.0: competencias docentes en campus virtuales» [artículo en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC). vol. 9, n.º 1, págs. 36-50 UoC. [Fecha de consulta: dd/mm/aa]. ISSn 1698-580X
Diego Leal

The Open Education Open Debate « Unlimited Magazine - 0 views

www.unlimitedmagazine.com/...the-open-education-open-debate

OpenCourses OpenEducation

shared by Diego Leal on 01 Sep 10 - Cached
  • While there might be a few people who can (and should) take advantage of open-source learning models, there are, I suspect, far more who can’t.
  • More important, I think, is the fact that concepts of open teaching and MOOCs marginalize the role of the teacher and the importance of the act – the art – of teaching.
  • teaching, for better or worse, is a corporeal activity that can’t be replicated with the suite of technologies to which we have access today. Until we find the tools that allow us to replicate the classroom experience in an online environment, MOOCs will remain simulacra, hollow and atonal echoes of what the educational process is really about
  • ...5 more annotations...
  • actually, education *is* an acquisitive process.
  • Learning, however, *is not* an acquisitive process. We learn constantly, experientially, socially. I can sit in a lecture hall for an hour and leave with a dramatically different understanding of a topic than the professor wanted me to have.
  • MOOCs, in contrast to traditional education, require engaged, active, and participative learners.
  • An open course requires students to comment, to create, and to engage with others. Passivity reduces the quality of learning as most learning occurs in the process of doing, creating, sharing, and dialoguing.
  • Social networked learning has a long history – information flows in social networks, parents teach their children, masters teach apprentices.
Carlos Lizarraga Celaya

Herramientas de la vida digital - 3 views

herramientasdelavidadigital.blogspot.com

web2.0 digital sociedad herramientas aprendizaje educación online tools

shared by Carlos Lizarraga Celaya on 11 Aug 10 - Cached
  • Carlos Lizarraga Celaya on 11 Aug 10
     
    Se presenta una colección de herramientas de la Web 2.0 para producir y manipular la información y colaborar en la actual sociedad dogital.
leonel Rodriguez

Caracteristicas de un curso en libre,abierto y en linea - 2 views

www.nodosele.com/...icas-para-un-buen-curso-online

e-learning Conectivismo Doctic

shared by leonel Rodriguez on 14 Sep 10 - No Cached
  • leonel Rodriguez on 14 Sep 10
     
    Muestra un video de D Cormier sobre 9 aspectos a tener en cuenta en los MOOC
Blanca Margarita Parra Mosqueda

Distinguished Lecture Series at Wimba - 2 views

www.wimba.com/...dls

lecture online resources open technology education

shared by Blanca Margarita Parra Mosqueda on 16 Oct 10 - No Cached
  • Blanca Margarita Parra Mosqueda on 16 Oct 10
     
    Wimba/Elluminate collaboration
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