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Ary Aranguiz

MOOCs and Pedagogy: Teacher-Centered, Student-Centered, and Hybrids | Larry Cuban on Sc... - 4 views

larrycuban.wordpress.com/...d-student-centered-and-hybrids

shared by Ary Aranguiz on 23 Dec 12 - No Cached
  • Helen Crump on 25 Dec 12
     
    Nice article, good to be reminded of both the "hype cycle" and the enduring reasons for teacher-centred pedagogy.
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."
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
Kelcy A

Reading screens: a critical visual analysis - 0 views

www.lancs.ac.uk/...Bayne.pdf

visual analysis reading learning expressions online edcmooc

shared by Kelcy A on 02 Feb 13 - No Cached
  • Kelcy A on 02 Feb 13
     
    This paper conducts a critical visual analysis of an online learning resource, exploring the potential of visual methodologies for reading and analysing the media through which pedagogy is constructed and expressed. by Jen Ross, Sian Bayne, Zoe Williamson. UofEdinburgh
Rick Bartlett

An Affinity for Asynchronous Learning - Hybrid Pedagogy - 1 views

www.hybridpedagogy.com/...affinity-asynchronous-learning

asynchronous learning #edcmooc

shared by Rick Bartlett on 05 Mar 14 - No Cached
  • is the belief (as Kolowich suggests) that increasing the “human” element of an online course is best done by either showing the face/voice of the teacher
  • Asynchronous communication links with my local time, my skills, my preferences, my interests, my agenda. So it is focuses on ME. Synchronous communication links with teachers and other learners, it is spontaneous and lets you know how is your GROUP.”
  • In our survey, convenience was one of the main reasons people preferred asynchronous learning
  • ...1 more annotation...
  • The most frequently cited pedagogical reason in our survey for preferring asynchronous communication was that it promoted better reflection
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