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Ary Aranguiz

http://www9.georgetown.edu/faculty/irvinem/theory/Hayles-Posthuman-excerpts.pdf - 0 views

    • Ary Aranguiz
       
      http://bigthink.com/ideas/26541 Can We Download Our Brains? Prof. Michio Kaku explains 
    • Ary Aranguiz
       
      The idea of separating the mind from the body made me think of Walt Whitman's poem "I Sing the Body Electric" where the body is sacred, linked to the soul. If we separate the mind from the body, where does it leave the soul? Do we download that too when we download our brains? 
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    Chapter One in this book is a required reading for the EDC students earning credit. Anyone in the EDC-MOOC can read the chapter here to spark our own MOOC discussions. Toward embodied virtuality, chapter 1 of How we became posthuman: virtual bodies in cybernetics, literature and informatics. Chicago, University of Chicago Press. pp1-25
Paola Iasci

Blog for discussing the mooc - 1 views

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    In this blog I write in spanish to discuss about the Mooc's contents
Ary Aranguiz

Half an Hour: What Makes a MOOC Massive? - 0 views

  • my understanding is that for the course to be a *course* it has to be more than just a broadcast.
  • the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms
  • The big danger, to my mind, in a large online course is that through strong group-formation activities, it can become a small online course. This happens when a central clique or insider group is formed, or where you have inner circles and outer circles. The inner circle, for example, might expect and demand preferential access to and individual attention from the course facilitators.
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  • the primary value becomes cohesion and agreement, rather than diversity and distinct perspectives.
  • When the course functions as a small group, there is an expectation that everyone will agree on the course content, objectives, and domain of discussion. But, in fact, to be a massive course, it must needs respect a wide variety of individual objectives, perspectives on course materials, and opinions about relevant topics of discussion (not to mention technological platform and language of 'instruction').
Chris Swift

the quest to turn DNA into a revolutionary form of data storage. - 0 views

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    A speck of man-made DNA can hold mountains of data that can be freeze-dried, shipped and stored, potentially for thousands of years What are the possible implications? Discuss
Chris Jobling

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

  • 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.
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    "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 Swift

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

shared by Chris Swift on 14 Mar 13 - No Cached
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    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.
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    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.
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    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!
Rick Bartlett

re-mediating assessment: Digital Badges as "Transformative Assessment" - 3 views

  • To keep this discussion from getting too complicated, I have so far only focused on evaluating summative and formative learning outcomes.  Things gets a lot more complicated when considering the how assessing learning with badges might be used to transform existing ecosystems or create new ones.  This is because the “learning” associated with transformative assessment defies conventional characterizations of learning.  The learning associated with transformative outcomes is really systemic change.  Such learning is highly contextualized within the social and technological practices that collectively define a specific learning ecosystem.
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    Thanks Rick for the find. I just writing a fact sheet on digital badges and alternative assessments. Not too late to add another resources.
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