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Theo Bakker

My personal experience with this MOOC - 0 views

www.higher-edge.nl/coursera-2-community-building

netherlands higher education student logistics

shared by Theo Bakker on 19 Jan 13 - No Cached
  • Theo Bakker on 19 Jan 13
     
    My blog is about the organisation of Higher Education in the Netherlands. This series of posts is about my personal experience with #edcmooc (I like it so far!) and possible implications for the way the Dutch will be organizing higher education.
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?
Rick Bartlett

Florida legislation would require colleges to grant credit for some unaccredited course... - 1 views

www.insidehighered.com/...edit-some-unaccredited-courses

accreditation MOOC florida #edcmooc

shared by Rick Bartlett on 12 Apr 13 - No Cached
  • Florez criticized academic resistance. “I think every professor in the nation starts with, ‘I think online education is going to ruin higher education,’ " he said. "What I think every professor is saying is, ‘Online learning is going to significantly disrupt the way I’ve been doing things.'"
  • think every professor in the nation starts with, ‘I think online education is going to ruin higher education,’ " he said. "What I think every professor is saying is, ‘Online learning is going to significantly disrupt the way I’ve been doing things.'"
Helen Crump

Questioning Clay Shirky | Inside Higher Ed - 1 views

www.insidehighered.com/...dvocating-higher-ed-disruption

Shirky MOOC critique Aaron Bady

shared by Helen Crump on 25 Dec 12 - No Cached
  • Helen Crump on 25 Dec 12
     
    A critique of Clay Shirky's post " Napster, Udacity and the Academy" shared earlier to the group by Ary Aranguiz http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/
Céline Keller

The One World Schoolhouse: Education Reimagined - Salman Khan - 0 views

krustelkrammoocs.blogspot.de/...rld-schoolhouse-education.html

edcmooc SalmanKhan talks videos articles

shared by Céline Keller on 29 Jan 13 - No Cached
  • Céline Keller on 29 Jan 13
     
    "While I'm around, Khan Academy will be free," Khan says. (source: Inside Higher Ed) "The new world is not about selling or having a gate to knowledge," he said. "It's about having a relationship with the user." (source: Daily News)
Helen Crump

Gourlay & Oliver: Curation, combat coping? Student entanglements with technologies in HE - 0 views

www.slideshare.net/...ements-with-technologies-in-he

slideshare digital literacies literacies practices higher education Oliver Gourlay Textual practices

shared by Helen Crump on 05 Jan 13 - No Cached
  • Helen Crump on 05 Jan 13
     
    More interesting work from Lesley Gourlay
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
Vanessa Vaile

Steve Fuller - Who Will Recognise Humanity 2.0 - And Will It Recognise Us? - 0 views

www2.warwick.ac.uk/...stevefuller

education edtech technological literacy edcmooc

shared by Vanessa Vaile on 12 Feb 13 - No Cached
  • : What is the story that leads up to humanity 2.0 and is it co-extensive with the history of science? ‘
  • transhumanism: a term that he’s careful to distinguish from posthumanism. Posthumanism, he explains, takes a Darwinian standpoint on life; it’s a ‘species egalitarian view’ in which there is a definite respect for life, but no respect for the qualities of human beings that distinguish us from other life-forms. ‘There is no humanity 2.0 in this picture, there’s just post-humanity,’
  • Darwin was very reluctant to support movements in the late 19th-century that we would now associate with transhumanist thinking, such as eugenics and vivisection
  • ...7 more annotations...
  • process in human evolution, and that we could potentially take control of it, emerged in the 1930s with figures like Sir Julian Huxley.
  • one organism that can understand the whole thing - and then take control of it. That was the promise of transhumanism
  • The next phase of transhumanism is the converging technologies agenda: ‘The particular technologies we’re talking about are based on nanotechnology, biotechnology, information science and the cognitive sciences.
  • r for the purpose of enhancing human beings,
  • push-back in the idea that humans can raise themselves to this higher level and governments have always been worried about these advance forms of technology and knowledge actually getting into the hands of people who can use them for their own purpose
  • no overarching, normative sense of humanity
  • Steve Fuller is Professor of Sociology at the University of Warwick. Originally trained in history and philosophy of science, he is best known for his work in the field of ‘social epistemology’, which is concerned with the normative foundations of organized inquiry.
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