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John Graves

edumooc - Online Learning Collaborations - 9 views

edumooc.wikispaces.com/Online+Learning+Collaborations

edumooc

shared by John Graves on 28 Jun 11 - No Cached
  • John Graves on 28 Jun 11
     
    This wiki page is a jumping off point to other eduMOOC collaborative sites.
John Graves

eduMOOCwikitospeech - 1 views

popplet.com/app

popplet edumooc wikitospeech

shared by John Graves on 08 Jul 11 - No Cached
  • John Graves on 08 Jul 11
     
    Overview popplet with links to Etherpad, other eduMOOC popplets, eduMOOC sessions and eduMOOC Wiki-to-Speech presentations. Would be great to collaborate on this. Any takers?
John Graves

MoocGuide - 0. Home Intro to MOOC - 5 views

moocguide.wikispaces.com/0.+Home+Intro+to+MOOC

edumooc moocguide

shared by John Graves on 09 Jul 11 - No Cached
  • John Graves on 09 Jul 11
     
    Collaborative guide to MOOC making
Keith Hamon

Shen - 0 views

www.uic.edu/...2991

Cuihua Shen Peter Monge social networking online learning

shared by Keith Hamon on 10 Jul 11 - No Cached
  • Keith Hamon on 10 Jul 11
     
    The formation of the online social network was explored by testing two distinct network attachment logics: strategic selection and homophily. Both logics received some support. Taken together, the results are suggestive of a "performance-based clustering" phenomenon within the OSS online community in which most collaborations involve accomplished developers, and novice developers tend to partner with less accomplished and less experienced peers.
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
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