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John Graves

Carnegie Mellon Univeristy - Open Learning Initiative - IN SEARCH OF THE "PERFECT" BLE... - 4 views

icots.net/...ICOTS8_9G2_LOVETT.pdf

shared by John Graves on 27 Jul 11 - No Cached
  • John Graves on 27 Jul 11
     
    2010 update on studies related to on-line statistics course: https://oli.web.cmu.edu/openlearning/forstudents/freecourses/statistics Marsha Lovett, Oded Meyer and Candace Thille
  • Alison Snieckus on 27 Jul 11
     
    I found the OLI Statistics course about 2 years ago. I then used the online course along with a once per week f2f meeting in a course for 5 high school students. The students used the OLI online system to learn and practice the statistical concepts. We used the f2f meetings to discuss and resolve misconceptions, deepen their understanding of the recently learned concepts and to have fun with statistics. We extended the course over a whole year. The course was a great success. I'm a big advocate of hybrid courses, because it puts responsibility for learning with the student, and he/she feels accountable for getting everything done in time for the f2f meeting--the student is responsible for independent learning and the teacher is there to help mentor and guide.
John Graves

Introduction to Artificial Intelligence - Fall 2011 - 0 views

www.ai-class.com

ai-class course

shared by John Graves on 17 Aug 11 - No Cached
  • John Graves on 17 Aug 11
     
    Stanford on-line course. Over 77,000+ signed up as of 17 August. 10 week course begins week of 10 October 2011
josei09

Online College Courses - Distance Learning Courses - StraighterLine - 0 views

www.straighterline.com

shared by josei09 on 29 Jun 11 - Cached
    • josei09
      josei09 on 29 Jun 11
       
      StraighterLilne offers online university courses for $39 - courses are evaluated by ACE, tutored online by mostly master's and PhD tutors from afililated company smarthinking, and accepted for credit at several established universities, including the online versions of Washington Governor's and Colorado State among others
Keith Hamon

MOOCs Fail Students With Dark Age Methods - 3 views

www.i-programmer.info/...nts-with-dark-age-methods.html

MOOCs connectivism

shared by Keith Hamon on 22 Jul 12 - No Cached
  • Keith Hamon on 22 Jul 12
     
    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.
Keith Hamon

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

www.nature.com/...ne-learning-campus-2-0-1.12590

M. Mitchell Waldrop MOOCs elearning

shared by Keith Hamon on 20 Mar 13 - No Cached
  • Keith Hamon on 20 Mar 13
     
    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.
Clark Shah-Nelson

Student Attitudes Toward OpenCourseWare and Openness - 2 views

conference.ocwconsortium.org/...107

edumooc elearning learning MOOCs online learning oer ocw onlinelearning

shared by Clark Shah-Nelson on 30 Jun 11 - No Cached
  • 91% of student respondents believe the school is doing the right thing to make some materials available on OCW
  • Clark Shah-Nelson on 30 Jun 11
     
    Interesting abstract on student (mostly positive) attitudes on open course ware and openness from JHSPH. 
josei09

The characteristics of participatory learning - 7 views

newmedialiteracies.org/...characteristics-of-partici.php

new media literacies MOOCs edumooc

shared by josei09 on 19 Jul 11 - No Cached
  • 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?
  • ...3 more annotations...
  •  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?
  • josei09 on 19 Jul 11
     
    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
John Graves

Carnegie Mellon University - The Open Learning Initiative: Measuring the Effectiveness ... - 1 views

oli.web.cmu.edu/...jime-2008-14.pdf

education elearning

shared by John Graves on 27 Jul 11 - No Cached
  • John Graves on 27 Jul 11
     
    Research on accelerated on-line learning  Marsha Lovett, Oded Meyer, and Candace Thill
josei09

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

www.irrodl.org/...1689

MOOCs

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.
  • ...4 more annotations...
  • 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,
  • josei09 on 19 Jul 11
     
    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)
alexandra m. pickett

Online Learning Snapshot - South America - home - 0 views

onlinelearningsnapshot-sa.wikispaces.com

online learning snapshot south america onlinelearning

shared by alexandra m. pickett on 28 Jun 11 - Cached
  • There are an abundance of Distance Learning programs being initiated and managed, even in some of the world’s most destitute countries.
  • Distance Learning: correspondence courses, radio, television, telephone, Internet, telecenters, CDROM and satellite broad-casting.
  • http://www.phoenix.edu/colleges_divisions/global/regional-support/latin-america.html In South America, about 25% of the population uses the Internet. Challenges to Internet growth include poor fixed-line infrastructure, low PC penetration, and widespread poverty.
Debra Torrison

Frequently Questioned Answers: Consolidation of info streams and a MOOC - 5 views

frequanq.blogspot.com/...-of-info-streams-and-mooc.html

shared by Debra Torrison on 30 Jun 11 - No Cached
  • -how many streams of information can I actually follow, from a practical standpoint.
  • For eduMOOC, there is the Google Sites homepage, the Google Group, a Twitter hashtag, a Twitter list, an etherpad, several wikis, Diigo and Delicious tagging, and participants' own blogs (like this one) using tags like #edumooc.
  • What I'm trying to do is consolidate my streams. This does run the danger of turning the steam into a flood, which is what happened to my RSS reading originally
  • ...1 more annotation...
  • How in the world do you work with a network of over 2000 people? The answer, of course, is that you don't; you work with only a portion of the network. How do you choose? I think the answer ends up being a combination of research and serendipity (like many things in life).
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