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Chris Swift

University of the People - The world's first tuition-free online university - 1 views

www.uopeople.org

edcmooc

shared by Chris Swift on 21 Dec 12 - Cached
  • Chris Swift on 21 Dec 12
     
    This one has some courses on social sciences supported by the United Nations. They are complete undergraduate degrees online! 
  • Study Hub on 02 Jan 13
     
    Thanks Chris - will keep an eye on this, Sandra (NB: because we built a Diigo group for our website, www.londonmet.ac.uk/studyhub, when I post here my moniker comes up as Study Hub.)
Ary Aranguiz

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

www9.georgetown.edu/...Hayles-Posthuman-excerpts.pdf

edcmooc moocs posthuman cybernetics

shared by Ary Aranguiz on 08 Jan 13 - No Cached
    • Ary Aranguiz
      Ary Aranguiz on 08 Jan 13
       
      http://bigthink.com/ideas/26541 Can We Download Our Brains? Prof. Michio Kaku explains 
    • Ary Aranguiz
      Ary Aranguiz on 08 Jan 13
       
      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? 
  • Ary Aranguiz on 08 Jan 13
     
    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
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.
Michael Porterfield

Professor Creates Engaging Online Learning Environment | SJSU News - 1 views

blogs.sjsu.edu/...transforming-online-learning

professor online online learning learning environment

shared by Michael Porterfield on 14 Jan 13 - No Cached
  • Communication is key to successful online teaching as well. Being present on the course site and answering questions directed to me are a given, but I also work at consistent updating. If I’m traveling to speak at a library or conference, I let my students know. If I’m at a conference, I’ll share links and insights. My students have done the same, using Twitter or their class blogs to share their own opinions and takeaways from attending professional conferences. The sharing and communication can be informal, and it strengthens the feeling of community. The best teachers understand that technology use in coursework is not just for the sake of technology but to extend and enhance the learning process. Recently, Michael Wesch from the University of Kansas responded to an article about his advocacy for participatory technologies in coursework. His eloquent statement resonates with me: “My main point is that participatory teaching methods simply will not work if they do not begin with a deep bond between teacher and student.  Importantly, this bond must be built through mutual respect, care, and an ongoing effort to know and understand one another.” The sage on the stage in giant lecture halls is giving way to a collaborative, hyperconnected world of newer methods and channels of learning, but the human connection can and should remain. Bring yourself to your online teaching – share, be authentic and connect with students via the heart and the keyboard.
Chris Swift

Technology is the Answer: What was the Question? -: UNESCO Education - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

edcmooc #edcmooc

shared by Chris Swift on 29 Jan 13 - No Cached
  • audiocassettes
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Sort of an outdated reference, isn't it?
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      I'd agree, but in some parts of the world, it is still a viable form of technology, compact and easy
  • four principles that you should apply to thought or action that involves information and communications technology
  • bias,
  • ...32 more annotations...
  • vendor bias has now got a firm grip on much of the public discourse about information and communications technology
  • be sceptical about assertions of the value of technology coming either from those who want to sell it to you or from their surrogates in political life
  • the suppression of research reports or evaluative studies that undermine the thesis that technology improves everything.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Technology can make one feel very dissatisfied with life. When you know something better is out there, do you pine away for it feeling like it will make your life oh, so much easier?
  • bullshit
  • When we see a concept everywhere it is easy to suspend our critical faculties and assume it must be right
  • breadth
  • think broadly about technology in teaching and learning.
  • Technology always involves people and their social systems
  • Remember that there are many technologies: books, blackboard, film, radio, television, programmed learning and so on. The Internet has not made them obsolete
  • starts with teaching and attempts to use technology to expand the range and impact of the teacher
  • the remote classroom approach
  • the rest of the world had a different tradition
  • started on the other side of the coin, with learning, and used technology to create a good learning environment for the student wherever and whenever the student wanted to study.
  • We must strive for balance on a number of dimensions.
  • When we use technology are we using it to enhance learning or to enhance teaching?
  • Dimension number two means seeking balance in answer to the question: teaching and learning for what?
  • Open University students have an extensive range of online facilities available. Which ones do they use?
  • they like using the web for informational and administrative transactions.
  • communication between students
  • Online technologies can, of course, be useful for learning
  • two key virtues.
  • support active learning experiences
  • devising good active learning experiences is expensive because it requires lots of work by the teachers
  • notably by destroying old jobs and creating new ones.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Please tell me something new. This is an idea that has perpetuated itself for centuries!The cotton gin destroyed the need to hand pick and clean cotton, It created the opportunity for the enslaved to have yet, another job.
    • Maria Washington
      Maria Washington on 05 Feb 13
       
      I hope you are being "cheeky" when you so easily type the words: "enslaved," "job," and "opportunity" in the same sentence. This clip and the full documentary may shed some light on the topic: http://video.pbs.org/video/2192491729
  • The best way to reach learners is to use technology that the learner already has.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Okay, I'd agree with this one. Start where you are and move on. Too many institutions moan over the lack of "technology." If you have a computer, you have so many social media resources at your disposal IF you know how to access, use and apply them!
  • technology more for activities associated with their studies
  • rather than for the mainline work of studying course content. T
  • Why should we want to use technology? How should we use technology for learning and teaching? What are the basic principles? Who can benefit most from educational technology? Where should we apply it? Which technologies are best? More generally, how do you make judgements about the many claims that are made for technology?
  • illiteracy
  • In both cases technology is changing society, notably by destroying old jobs and creating new ones.
  • vendor bias
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      The most effective softwares are the once licensed under Creative Commons and are open source. This gives great power and independence to institutions and individuals. It truly IS the way to avoid the pervasive pitfalls that software tycoons throw education in (costly updates, upgrade caps etc. ).
  • basic triangle
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      While reading the speech on Globalisation and Tech from #UNESCO head of #education. Produced this #artifact #edcmooc http://pk.gd/A6BI
  • Chris Swift on 16 Feb 13
     
    Globalisation, education & technology - what is fair, equal, just, right and wrong in the world?
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.
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
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