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Kelcy A

Learning artifacts created or inspired by Elearning & Digital Cultures course... - 9 views

michaelseangallagher.org/...s-course-2010-ahead-of-edcmooc

edcmooc artifacts DigitalArtifacts elearning cultures examples #edcmooc MOOC

shared by Kelcy A on 24 Jan 13 - No Cached
Vanessa Vaile liked it
  • Chris Swift on 27 Jan 13
     
    "Learning artifacts created or inspired by Elearning & Digital Cultures course (2010) ahead of #edcmooc"
Chris Swift

Global learning: still too expensive? | Higher Education Network | Guardian Professional - 3 views

www.guardian.co.uk/...earning-costs-higher-education

edcmooc #edcmooc

shared by Chris Swift on 02 Mar 13 - No Cached
  • Chris Swift on 02 Mar 13
     
    "To effectively communicate and collaborate between cultures, it is necessary to understand other perspectives and practices - this is the heart of global learning." Also includes the five non-monetary benefits of global learning. Have you benefited from them?
Chris Jobling

MOOC pedagogy: the challenges of developing for Coursera | ALT Online Newsletter - 0 views

newsletter.alt.ac.uk/...ges-of-developing-for-coursera

mooc #edcmooc

shared by Chris Jobling on 19 Dec 12 - No Cached
  • Chris Jobling on 28 Nov 13
     
    "We are interested in experimenting with the MOOC format to design a course that engages people with the intersection of popular culture and education."
Ary Aranguiz

What Turned Jaron Lanier Against the Web? | Arts & Culture | Smithsonian Magazine - 2 views

www.smithsonianmag.com/...Against-the-Web-183832741.html

shared by Ary Aranguiz on 28 Dec 12 - No Cached
  • Chris Swift on 28 Dec 12
     
    The internet is not amazing, rather it "destroys political discourse, economic stability, the dignity of personhood and leads to "social catastrophe.". What do you think?
  • Study Hub on 02 Jan 13
     
    Thanks for this reference - very thoughtful and thought-provoking. Don't quite know what to 'do' with the information... a simple rubric could be to use the web the same way that Carl Rogers advises us to teach - with unconditional positive regard, congruence and empathy. Which is okay when you are still dealing with people - it gets so much complicated when we must perforce deal with or through impersonal monetised systems like Google or FaceBook.
Chris Swift

Occupy Your Brain - 3 views

schoolingtheworld.org/...occupy

# edcmooc #edcmooc

shared by Chris Swift on 01 Feb 13 - No Cached
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. 
  • Chris Swift on 21 Nov 13
     
    An impassioned essay calling for an end the restrictive fear and rigidity of top down education.Instead let us learn from the wisdom of indigenous cultures and be free to learn, imagine, wander, and be more human - less mass produced. "If the internet is the collective intelligence of human beings connecting across the dimension of digital space, then indigenous wisdom is the collective intelligence of human beings connecting across the dimension of time."
Kelcy A

Mourning and Public-ness by danah boyd - 0 views

www.zephoria.org/...mourning-and-public-ness.html

danahboyd zephoria grief public-ness internet sharing privacy AaronSwartz death appropriateness

shared by Kelcy A on 03 Feb 13 - No Cached
  • Kelcy A on 03 Feb 13
     
    Speaks to an important element of online culture - how much do you share and where is it safe to share when you need to interact with the network of digital friends that you have formed online
Rick Bartlett

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stewart_bonnie_0613.htm

MOOC #edcmooc elearning technology teaching

shared by Rick Bartlett on 16 Nov 13 - No Cached
    • Rick Bartlett
      Rick Bartlett on 16 Nov 13
       
      Chaos theory- "Life always finds a way"
  • But the larger the MOOC, I propose, the more it destabilizes the centrality of the teacher's role within the course. This may appear counter-intuitive: the larger the group of learners, the more the facilitator may stand out at first as the only identifiable figure in a sea of unknown names or faces. However
  • If enough people try MOOCs, and begin to see themselves as learners with agency to contribute knowledge and determine what they take from a course experience, this may effect a gradual sociocultural shift towards participatory, communicative concepts of learning.
  • ...15 more annotations...
  • The new literacies ethos "celebrates inclusion (everyone in), mass participation, distributed expertise, valid and rewardable roles for all who pitch in" (Lankshear & Knobel, 2007, p. 18).
  • premise is that it may be productive to consider their potential as large, immersive – and largely unintentional – environments for acculturating people to new digital literacies
  • This paper argues that networked learning opportunities at the scale MOOCs are beginning to reach have the potential to expose large numbers of people to participatory literacies and learning perspectives, even if and where facilitation and testing are highly instrumental in approach.
  • Trojan horse for the sociocultural development of participatory perspectives and literacies.
  • there is potential for peers to connect with peers and develop autonomous channels of information flow that bypass the traditional top-down model of teacher-centered learning
  • My premise is that this possibility of open, networked participation may become more powerful at a massive scale than in a conventionally sized online course, due to a version of the network effect, whereby "the more people use a service then the more useful those users find it, thus recommending it and adding more users"
  • emphasizing networked practices, knowledge generation, and distributed, many-to-many channels of communication rather than the conventional teacher-centric focus of traditional courses.
  • To be digitally literate is to be able to engage the connections and communications possibilities of digital technologies, in their capacity to generate, remix, repurpose, and share new knowledge as well as simply deliver existing information
  • The conclusions of the project were that MOOCs, as we understood them at the time, embody the participatory ethos of digital practices in their reputational, relational, and networked operations.
  • The decentralized, distributed nature of this type of communication of one's learning builds on the particular capacities of digital technologies: replicability enables remix and repurposing, searchability enables navigation of decentralized environments, and scalable sharing may lead to unintended audiences. cMOOCs enable and encourage open, participatory work among learners, where the audience is not solely or even primarily the instructor, but rather peers:
  • The model, in effect, frames learners as scholars: as identities with their own ideas to contribute and disseminate, rather than as conventional students.
  • While open scholarship focuses on the networked practices of formal academics rather than the motley collection of teachers, faculty, laypeople, and conventional students who have tended to gravitate to cMOOCs' education-focused topics, the open knowledge generation that has emerged from cMOOCs has resulted in formal academic papers as well as a broad, ongoing body of blog posts and shared ideas that might be thought of as what Veletsianos and Kimmons (2012) frame as "networked participatory scholarship" (p. 766).
  • Ironically, most appear designed to pose little overt threat to the conventions and exclusivity of academic knowledge management, appearing instead to "exploit the advantages of online communication without letting such communication challenge its expertise model" (Burton, 2009, para. 4). But the very fact that they have been touted in media as a revolution may position them to reach a wide enough audience to begin to effect a sociocultural shift in participatory, networked literacies. It is the scale of MOOCs – both in the sense of their individual large classes and their status as a rapidly emerging cultural phenomenon – that makes them an inadvertent Trojan horse for the introduction of peer-to-peer concepts and literacies about learning.
  • And in this paper, I posit that institutions placing their proverbial eggs in the basket of this type of educational future may well be undermining their own positions as purveyors of closed, expert knowledge.
  • Many xMOOCs may be designed and intended to maintain the expertise model and the market share of elite universities over the specter of knowledge abundance and participatory culture. However, so long as the courses as platforms continue to enable participatory networking and engagement among students, they effectively begin to sow the very seeds of new literacies that challenge and undermine that instrumentalist perspective on education and expertise
Chris Jobling

Jisc Digital Literacy Webinar: Multimodal Profusion in the Massive Open Online Course |... - 0 views

www.alt.ac.uk/...ion-massive-open-online-course

#edcmooc EDCMOOC obfuscation

shared by Chris Jobling on 07 Nov 13 - No Cached
  • The profusion of multimodal artefacts produced in response to the EDCMOOC will provide a number of examples with which to explore sociomaterialism in relation to literacy practices online.
  • Chris Jobling on 07 Nov 13
     
    "This webinar presents a view of digital literacy through a discussion of E-learning and Digital Cultures (known as EDCMOOC), a Massive Open Online Course offered in January 2013 by the University of Edinburgh in partnership with Coursera. The profusion of multimodal artefacts produced in response to the EDCMOOC will provide a number of examples with which to explore sociomaterialism in relation to literacy practices online. It will be suggested that this work constitutes a set of sociomaterial entanglements, in which human beings and technologies each play a part. By looking at these examples, we will suggest that sociomaterial multimodality offers a different way of thinking about digital literacy: not as a set of representational practices, but rather as complex enactments of knowledge, specific to particular contexts and moments." What does this even mean? This is a sample of the language of #edcmooc and it's a barrier to entry.
Chris Jobling

EDCMOOC | University of Edinburgh - 0 views

resourcelists.ed.ac.uk/...30-FBB2-0912-21B34F8B9DD2.html

EDCMOOC #edcmooc coursera redundant-coursera

shared by Chris Jobling on 07 Nov 13 - No Cached
  • Chris Jobling on 07 Nov 13
     
    The readings and watchings for the E-Learning and Digital Cultures MOOC. Not sure why we need coursera!
Kelcy A

Twitter feed for hashtag #ededc - 0 views

twitter.com/...realtime

edcmooc ededc learning culture online digital

shared by Kelcy A on 22 Jan 13 - No Cached
  • Kelcy A on 22 Jan 13
     
    This is the hashtag for the Univ of Edinburgh oncampus EDC course
Chris Swift

A bit of debate on eLearning - ignore the YouTube link, don't know why this appears! - 5 views

www.youtube.com/watch

shared by Chris Swift on 14 Mar 13 - No Cached
  • Nick Hood on 19 Mar 13
     
    A failure in e-learning? I don't think so. The noise was part of the rush of participation for me. I learned many things from it, not least how to manage the deluge of interactions amongst the participants. It's a similar feeling when you let go of your FOMO and realise you can't read every tweet.
  • willaryerson on 19 Mar 13
     
    I seem to have come across this post in my travels. I can understand how some just couldn't handle the multitude of platforms and available discussion forums. Teaching course participants to filter and choose or just realizing that you can't access everything is a good starting point. It's a shame that this person couldn't see the forest for the trees..because e-learning and digital cultures was a fabulous experience for me. I made so many wonderful connections, I learned so much from each of them. My learning and experiences in my first MOOC far outweigh any "noise" that may have accompanied that first week. I put a lot into the course, but the learning gained far exceeded my expectations.
  • Isabel Pieretti on 19 Mar 13
     
    Hi Chris! You voiced exactly my same feelings on edcmooc. Unlike you, I finished the course and even submitted my digital artifact and got my certificate. The only reason I didn't quit was because about midway on week 2, I decided to turn off the Google+ alerts, forgot about Facebook, and only rarely tweeted my impressions. I wrote three posts on my blog, only to remind myself of what I had seen or read. I totally agree with you that the noise was too intense for me. It got to a point where I just went to the Coursera site to check the assignments and that was it. I didn't exchange great ideas with anyone and was totally disheartened by the many platforms where we were supposed to interact. I also think that maybe I didn't totally understand what the course offered. I think I was expecting something a little bit more "practical" and was surprised by how much theory and philosophy was involved. Of course, I am not a teacher in the strict definition of the word, I've taught interpretation and translation but in a different context. I now am on week 3 of Internet History with Dr Chuck Severance and enjoying myself very much. People in the course are helpful, not overpowering and I guess the structure of the course itself is more suited to my learning style. Anyway, it was great to "meet" you! I always looked up to you because of the many things you created for the course, such as the Facebook group, the virtual classroom et al. Thank you!
Christine Padberg

Wiki - Week 1 Resources | E-learning and Digital Cultures - 0 views

class.coursera.org/...view

shared by Christine Padberg on 29 Jan 13 - No Cached
  • Uses determination
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Should this be "user" determination?
  • Technological determination:
  • technology ‘produces new realities’, new ways of communicating, learning and living, and its effects can be unpredictable
  • ...22 more annotations...
  • Social determination
  • technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation
  • technology is shaped and takes meaning from how individuals and groups choose to use it
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • technology could solve the three most pressing problems of education: access, quality and cost
  • in all parts of the world evolving technology is the main force that is changing society
  • a model technological determinist position,
  • what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?
  • the orientation here is clearly dystopic
  • ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education,
  • ‘teachers and students’ as being against it
  • these divisions have never been clear, and they certainly aren’t now.
  • Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?
  • the consequences of digital education
  • What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?
  • metaphor of the native and the immigrant
  • Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners.
  • how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?
  • What is being left out of the story of the internet here, and from what position is this story being constructed?
  • technological determinism,
  • Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3
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