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anita z boudreau

http://www.helpedx.org/6002x.pdf - 1 views

www.helpedx.org/6002x.pdf

online courses

shared by anita z boudreau on 18 Aug 13 - No Cached
    • anita z boudreau
      anita z boudreau on 18 Aug 13
       
      "Circuits and Electronics" (6.002x), which began in March 2012, was the first MOOC developed by edX, the consortium led by MIT and Harvard. Over 155,000 students initially registered for 6.002x, which was composed of video lectures, interactive problems, online laboratories, and a discussion forum. This article is interesting from an instructional design perspective.... " In contract to a residential course, we could provide means for students to actively and continuously monitor their level of mastery, to actively engage in the learning process (as opposed to passively absorbing lectures), to avoid having long-term misconceptions, to self-pace the learning process, and to have rapid feedback." All student activity data captured Coursework organized by weeks: - 2 hrs interactive content - learning sequences - consisting of 5-10 min video segments interspersed with self assessment exercises. - varied amounts essential and open tutorials w/ additional problem solving videos, interesting info [sidebars] - students complete problem set and design lab assignment using web simulator - mid term after wk 7 + final COURSE FORMAT: semi synchronous - can watch and do learning sequence nay time but each week's work has a specific deadline. Studs can earn point to receive MITx honor code certificate RESULTS: broad backgrounds but slanted towards adult learners [14-74 mean 30]. split US-International IMPROVEMENTS OVER TRADITIONAL COURSE A. Learning Sequences promote Active Learning - videos punctuated by both checked and unchecked questions [Socratic] vs lectures B. Instant Feedback in Assessments - problems infinite attempts - sufficiently open ended questions [so students cant guess] C. Tutoring-Style Videos - modeled on Khan, both student & instructor look at common 'paper' hand written style vs computer -students do much of work themselves vs watching D. Self-Paced Learning E. Instant Question &
  • anita z boudreau on 18 Aug 13
     
    Teaching Electronic Circuits Online: Lessons from MITx's 6.002x on edX
anita z boudreau

The Ultimate Student Guide to xMOOCs and cMOOCs - moocnewsandreviews.com - 0 views

moocnewsandreviews.com/te-guide-to-xmoocs-and-cmoocso

MOOC elearning

shared by anita z boudreau on 25 Aug 13 - No Cached
  • The origin of the MOOC goes way back (all of five years), to 2008 when Canadian scholars Stephen Downes and George Siemens led an online course called Connectivism and Connective Knowledge  (CCK08). When they opened it up, for free, to anyone to participate, over 2,200 students signed up.
  • He defines a MOOC as being a course with a start and end date and that is open with no barriers to entry, neither cost nor education criteria. The courses are also online, accessed on the Web, and are massive, requiring a significant number of students to contribute to a connected learning environment.  The MOOC concept was also one of the first courses based on the premise of distributed content, where course content is accessed on the Web for free rather than from textbooks.
  • ‘c’ stands for Connectivist By Chris P Jobling via Flickr Connectivism and Connective Knowledge was about — and based on — the learning theory of connectivism, developed by one of the instructors, George Siemens. His theory is based on the idea that learning happens within a network, where learners use digital platforms such as blogs, wikis, social media platforms to make connections with content, learning communities and other learners to create and construct knowledge. Within a cMOOC, learners are encouraged (though not required) to contribute actively, using these digital platforms. Participants’ contributions in form of blog posts, tweets etc. are aggregated by course organizers and shared with all participants via daily email or newsletter
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  • MOOCs started getting a lot more attention when Sebastian Thrun and Peter Norvig from Stanford University opened up enrollment to their Artificial Intelligence course in 2011. They expected a few thousand students at the most to enroll, but within the first few days enrollment hit 10,000, then 100,000 and the final number of registered students was 160,000,
  • Shortly after Artificial Intelligence finished, Thrun started Udacity, a platform offering MOOCs that mostly focus on science and technology. Coursera opened soon after, followed by edX which is a joint effort between Harvard and MIT. And new platforms are still being launched, including Open2Study from Australia’s Open Universities and NovoEd from Stanford. These MOOCs offered on university-based platforms are modeled on traditional course materials, learning theories and higher education teaching methods. For example, they usually are organized around lectures and quiz-type assessment methods. Also these courses typically use little distributed content that’s available on the Web outside the platform. Most course content is prerecorded video lectures which are posted on the courses’ home page.
  • xMOOCs are not better or worse than a cMOOC, just different. xMOOCs fit the needs of many (though not all) learners looking for academic courses that meet a specific interest and need. Who and what are behind the xMOOC platforms? Another significant factor that differentiates an xMOOC from a cMOOC is who are behind them. Rather than a group of individuals building the course as in a cMOOC, an xMOOC usually has one or more higher education colleges or schools behind it, and, in some cases, a for-profit company.
  • MOOCs featured in the media are quite different from the original concept. One co-founder of the first MOOC, Stephen Downes, came up with the terms ‘xMOOC’ and ‘cMOOC’ to distinguish between classes modeled on his and the form that has become better known since then. The Coursera and edX platforms that have grabbed the spotlight recently are examples of xMOOCs.
anita z boudreau

8 Lessons Learned from Teaching Online on Vimeo - 0 views

vimeo.com/65413138

e-learning Online Teaching

shared by anita z boudreau on 26 Aug 13 - No Cached
  • anita z boudreau on 26 Aug 13
     
    Educause
anita z boudreau

HTML5 | Managing eLearning - 0 views

managingelearning.com/html5

elearning

shared by anita z boudreau on 25 Aug 13 - No Cached
  • The Zeitgeist has shifted. Few of us lust after a sleek laptop anymore, and desktops are impossibly location-based (even if cheap and powerful): the mobile wave has broken all around us.
  • “2013 will be the year that flash developers will need to learn HTML5 as eLearning takes a huge step further into the mobile scene,
  • HTML5 will continue to be on the forefront of eLearning,” this demand will drive the development of easy-to-use templates
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  • the adoption of mLearning will continue to “lag except in markets with specific on-the-job training use cases.”  She said tablets are ideal for some very specialized use cases (such as on-the-job training for those in numerous healthcare professions), though while tablets are increasing in prevalence in the workplace, they haven’t yet gained widespread adoption
  • Even if MOOCs turn out to be a transitional technology…the concept will contribute a lot to the body of research about the internet as a tool in education,
  • MOOCs would be “hugely popular and that even higher education facilities that are traditionally class-room based will move toward more online education.”
  • If more MOOCs are developed, what will that mean for the Instructional Designer?
  • lead to an increased “need for large-scale instructional design as more universities, and other educational facilities will follow the examples of Harvard and MIT and start to create their own MOOCs
  • commonly classroom-based courses will need to be converted to something accessible online.  It may mean, that universities will have to outsource and/or hire more personne
  • An advantage of HTML5 is that it is not an all or nothing situation. Using feature detection, we can create one template that serves the advanced HTML5 features to modern browsers and Flash-based media to older browsers.
  • HTML5 introduces the audio and video tags which allow us to include media that previously required a plugin such as Flash. However, if you want to create really rich audio experience using HTML5 audio, such as within a game, sound capabilities have not matured to the level of Flash or other game development environments.
  • With the recent explosion of device development, people can be viewing eLearning content on so many different devices; compatibility issues definitely come up.
  • HTML has the upper hand compared to Flash with regards to search optimization and accessibility. Content can be structured in a way that search engines and screen readers can easily interpret.
  • It would be ideal to have consistent browser support where everyone can easily develop programs that work on everyone’s machines. That would be ideal.
  • Flash will move forward and keep improving. It still serves an important function in computer-based training. It may go into a specialized area, like perhaps for game development. HTML, JavaScript, and desktop software do application development well. In the application space, the argument can be made that Flash is unnecessary.
  • One of the reasons that we’ve been staying with Flash for highly interactive games and simulations is that the HTML5 alternative, canvas, is not universally supported
  • HTML5 brings with it the ability to display audio and video natively within a browser without plug-ins as well as dynamic rendering of 2D shapes. It also features improved accessibility, security and forms.
  • The Road to HTML5
  • HTML (mid-1991)
  • For the first time, simple text documents can be linked to and accessed easily by anyone connected to the internet from anywhere in the world.
  • HTML+ (late 1991-94
  • Tables are introduced, as is the ability to create questionnaires that can be filled in. Mathematical equations can now be created natively (though this feature is fully replaced in 1998). Large documents can be split into small modules to enable faster load times.
  • HTML 2 (1995)
  • HTML 2 marks the introduction of server side-image maps (allowing hotlinks to be created on images).
  • HTML 3.2 (January 1997)
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