Best content in edumooc | Diigo

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Open Future of Higher Ed - 5 views

shared by ray schroeder on 09 Jun 11 - No Cached

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Disrupting College - 6 views

www.americanprogress.org/...disrupting_college.html NFM highered academic labor innovation disruption education whither-U

shared by Vanessa Vaile on 29 Jun 11 - No Cached

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University of the future is here | The Australian - 8 views

www.theaustralian.com.au/...story-e6frgcjx-1226066713881 university education future

shared by anonymous on 27 Jun 11 - No Cached

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edumooc - Online Learning Collaborations - 9 views

edumooc.wikispaces.com/Online+Learning+Collaborations edumooc

shared by John Graves on 28 Jun 11 - No Cached

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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?
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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.
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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.
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Critical literacies
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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.
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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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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)

<div class="cArrow"> </div><div class="cContentInner">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)</div>

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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

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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

<div class="cArrow"> </div><div class="cContentInner">2010 update on studies related to on-line statistics course: <a href="https://oli.web.cmu.edu/openlearning/forstudents/freecourses/statistics" rel="nofollow" target="_blank">https://oli.web.cmu.edu/openlearning/forstudents/freecourses/statistics</a> Marsha Lovett, Oded Meyer and Candace Thille</div>

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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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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A Periodic Table of Visualization Methods - 8 views

www.visual-literacy.org/...periodic_table.html Elearning

shared by Rosalind Warner on 27 Jun 11 - Cached

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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. 
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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.
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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.
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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.
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How much structure is too much structure, and which constraints fruitfully nurture inspiration?
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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

<div class="cArrow"> </div><div class="cContentInner">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</div>

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