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Keith Hamon

Online learning: Campus 2.0 : Nature News & Comment - 1 views

    Similar conversations have been taking place at major universities around the world, as dozens - 74, at the last count - rush to sign up. Science, engineering and technology courses have been in the vanguard of the movement, but offerings in management, humanities and the arts are growing in popularity (see 'MOOCs rising'). "In 25 years of observing higher education, I've never seen anything move this fast," says Mitchell Stevens, a sociologist at Stanford and one of the leaders of an ongoing, campus-wide discussion series known as Education's Digital Future.
Keith Hamon

Good MOOC's, Bad MOOC's - Brainstorm - The Chronicle of Higher Education - 4 views

    Good MOOC's, in their view, foreground and sustain the social dimension of learning and active practices, i.e., knowledge production rather than knowledge consumption. To a limited extent, certain experiments in MOOC's that foreground social media participation over "content mastery" realize some of the ideals of Siemen and Downes.
Keith Hamon

MOOCs Fail Students With Dark Age Methods - 3 views

    The shock is that the methods used by these hugely successful courses are little changed from the dark ages. If you think I'm being a critical outsider, then you might like to know that one of the leading lights in the movement, Peter Norvig, agrees with me. He even makes a joke in his recent Ted Talk  that lectures in MOOCs are just like the 16th century monastic lecture theaters complete with the guy at the back sleeping!

    khamon- probably an accurate assessment of non-connectivist MOOCs, the kind I do not attend.
Vanessa Vaile

Blog U.: Reforming Higher Education: To What End? - University of Venus - Inside Higher Ed - 4 views

    column by Lee Skellerup Bessette on problems of change in higher ed, educators vs accountability by analytics & design by algorithm

The challenges to connectivist learning on open online networks: Learning experiences d... - 8 views

shared by josei09 on 19 Jul 11 - No Cached
  • Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really?
  • It is envisaged that learning is enhanced by four major types of activity:1) aggregation, access to and collection of a wide variety of resources to read, watch, or play; 2) relation, after reading, watching, or listening to some content, the learner might reflect and relate it to what he or she already knows or to earlier experiences; 3) creation, after this reflection and sense-making process, learners might create something of their own (i.e., a blog post, an account with a social bookmarking site, a new entry in a Moodle discussion) using any service on the Internet, such as Flickr, Second Life, Yahoo Groups, Facebook, YouTube, iGoogle, NetVibes, etc.; 4) sharing, learners might share their work with others on the network. This participation in activities is seen to be vital to learning.
  • Presence.
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  • Self-directed learning.

    A connectivist learner has to be fairly autonomous to be able to learn independently, away from educational institutions, and to be engaged in aggregating, relating, creating, and sharing activities.

  • Critical literacies
  • A major concern is that because people need to aggregate information and resources autonomously, either by (RSS) feeds or through the use of human filters, they require a high level of critical analysis skills to be able to do so effectively.
  • What type of structure might then aid learners in overcoming the aforementioned challenges? What can be done to engage learners in critical learning on an open network? Carroll, Kop, and Woodward (2008) see as the crux to engaging learners in an online environment the creation of a place where people feel comfortable, trusted, and valued. The task would be to move toward a space that aggregates content and to imagine it as a community, a place where dialogue happens, where people feel comfortable and where interactions and content can be easily accessed and engaged with, a place where the personal meets the social with the specific purpose of learning.

    The National Research Council of Canada’s Institute for Information Technology is currently engaged in the research and development of such a structure, a PLE named Plearn,

    Requirements of a MOOC for learners and a little for a platform that can support learners. Experiences with two previous MOOCs, both for teachers. (Needed: research on MOOCs for non-educational topics)

The characteristics of participatory learning - 7 views

  • Our goal by engaging educators in digitally-connected, asynchronous forms of collaborative learning was that they would gain an organic, authentic understanding of what we (NML) mean by "participatory culture" - and thereby adopt the value of its practices and bring them to their students and districts. 
  • We originally intended the course to utilize our existing public Ning community as a way to offer transparency to this learning process and allow others in the NML community to tap in and learn from what the early adopters were doing. Though each of them was equipped to share a plethora of expertise and experience that would have undoubtedly been valued by the larger community, the idea of "failing in public" overrode their desire to contribute.
  • So is it little wonder that it was so difficult to get participation from educators (posing as students) while offering all the affordances that flexible learning has to offer?
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  •  In classrooms, the way they currently stand in most places, the teacher is still the distributor of all knowledge, and students acquire and "bank" this information as valuable. Therefore a teacher's expertise, while no one would ask this be stripped from a learning scenario, remains the main asset in the student-teacher equation.
  • the experience of exploring your own pedagogy in ways that challenge, perhaps, some of your most trusted and practiced ways of teaching, and that mandates an openness and willingness to explore what failure might look like in order to rebuild a learning environment that addresses the shifts necessary for a new wave of learning - is, well, overwhelming.
  • How much structure is too much structure, and which constraints fruitfully nurture inspiration?
    Experiences running a MOOC-like one year worskhop for K12 teachers; many lessons learned, and design of a better workshop named PLAY Paricipatory learning and You. Interesting reflections

From knowledge to bathroom renovations « Connectivism - 7 views

    Great back-and-forth among some top bloggers about MOOCs in education. Access links in the article first.
Clark Shah-Nelson

Student Attitudes Toward OpenCourseWare and Openness - 2 views

  • 91% of student respondents believe the school is doing the right thing to make some materials available on OCW
    Interesting abstract on student (mostly positive) attitudes on open course ware and openness from JHSPH. 
Clark Shah-Nelson

The online learning global snapshot | - 6 views

    More from the Online Learning Global Snapshot
Clark Shah-Nelson

Global Snapshot of Online Learning presentations - 6 views

    Presentations from the Global Snapshot of Online Learning by Larry Ragan (Penn State) et al. 
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