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ray schroeder

Open Future of Higher Ed - 5 views

    • ray schroeder
       
      Interesting links on OERu which may "disrupt" higher ed
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    Keynote from e-Cornucopia on OER in future of higher education
Vanessa Vaile

Disrupting College - 6 views

  • None of America’s higher education institutions have ever served a large percentage of our citizens—many from low-income, African-American, and Hispanic families.
  • Disruptive innovation is the process by which a sector that has previously served only a limited few because its products and services were complicated, expensive, and inaccessible, is transformed into one whose products and services are simple, affordable, and convenient and serves many no matter their wealth or expertise.
John Graves

edumooc - Online Learning Collaborations - 9 views

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    This wiki page is a jumping off point to other eduMOOC collaborative sites.
josei09

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,

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    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)
John Graves

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

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    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
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    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.
Rosalind Warner

A Periodic Table of Visualization Methods - 8 views

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    This is a great comprehensive portal to all things visual...
josei09

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?
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    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

The Ideas Economy | Ideas that press forward - 7 views

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    30 minute video: The new school - Ideas from Joel Klein and Sir Ken Robinson
josei09

From knowledge to bathroom renovations « Connectivism - 7 views

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

Global Snapshot of Online Learning presentations - 6 views

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

Google+ eduMOOC - 6 views

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    Link to Google+ eduMOOC circle (but not 100% sure whether this is my personal circle or the shared circle ... let's try it and find out).
Clark Shah-Nelson

The online learning global snapshot | - 6 views

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    More from the Online Learning Global Snapshot
John Graves

MoocGuide - 0. Home Intro to MOOC - 5 views

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    Collaborative guide to MOOC making
John Graves

eduMOOCast #2 - 5 views

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    Shows Google+ in action
    (6 slides, very quick)
josei09

Main Page - EduTech Wiki - 5 views

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    Wiki about educational tech. Nice articles
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