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Andrew Barras

The Wild World of Massively Open Online Courses « Unlimited Magazine - 0 views

www.unlimitedmagazine.com/...-massively-open-online-courses

education mooc learning2.0

shared by Andrew Barras on 21 Sep 10 - Cached
  • In a traditional university setting, a student pays to register for a course. The student shows up. A professor hands out an outline, assigns readings, stands at the front and lectures. Students take notes and ask questions. Then there is a test or an essay.
  • But with advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
  • George Siemens, along with colleague Stephen Downes, tried out the open course concept in fall 2008 through the University of Manitoba in a course called Connectivism and Connective Knowledge, or CCK08 for short. The course would allow 25 students to register, pay and receive credit for the course. All of the course content, including discussion boards, course readings, podcasts and any other teaching materials, was open to anyone who had an internet connection and created a user profile.
  • ...10 more annotations...
  • Course facilitators, Siemens and Downes, gave learners control over how they learned.
  • The concept was enough to lure in D’Arcy Norman
  • He was one of the 2,300 students who signed up for a free account that would allow him to access class documents, receive emails from the facilitators and participate in online class discussions.
  • Norman was one of the more passive participants, while others participated fully, doing all the reading and the assignments, without receiving recognized credit for their work. The instructors only marked papers and the final project from for-credit students, but others were free to post papers on the course website for other students to view and comment on.
  • “At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
  • “You have people in there who were really interested, but they were afraid to explore the technologies that were being used and they got lost,” Lane says.
  • Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
  • “If you’re in a business and you’re a young professional and you want to take an open class, how do you get your superiors to respect that, and say ‘Wow, that’s really good professional development. We should put that in your personnel file,’” Lane questions. “If it’s open and everyone can drop in and drop out, it’s just not seen in the same way.”
  • Wend Drexler, a professor and grant administrator at the University of Florida who also took Siemen’s class as a for-credit student, says that as more professors are posting their content online, figuring out how to recognize non-credit learning will continue to be an issue.
  • “You could really piece together a good undergraduate education based on what’s available out there, but how do you prove to an employer that you have done that?” Drexler questions. “I don’t know, but it’s something that everyone is trying to work through.”
  • Andrew Barras on 21 Sep 10
     
    More details on MOOC
chris deason

impossible2Possible » Home » What's Happening - 0 views

impossible2possible.com/i2p

impossible2possible home

shared by chris deason on 20 Sep 10 - Cached
  • chris deason on 20 Sep 10
     
    Mark Dohn. He is an EMDT student currently in Month 5 and one of our ADEs. Mark is involved with an organization called impossible2Possible (i2P), which works to inspire today's youth in becoming leaders in both social and environmental action. On October 20th, he will be leaving for the Amazon jungle and will be returning on November 1st. During this time, Mark will have access to video, photos, authentic jungle sounds, and a satellite dish, which can record and transmit information directly to the Internet. Below is a brief description of the trip he will be going on and a link to the i2P site. In October 2010, four i2P Youth Ambassadors will join Ray Zahab, along with fellow i2P ambassadors and adventurers, in this incredible journey through the Tapajos National Forest. Youth ambassadors will trek for up to 8 days - and nearly 200kms - through incredibly dense jungle, swamps and oppressive humidity in a quest to study and learn about the culture and biodiversity of the region. For more information including a ten minute CNN interview with the founders of i2P, you can visit the site here: http://impossible2possible.com/i2p . This is an incredible opportunity for us to connect with i2P and experience how they are implementing technology, experiential learning and a global community to "educate, inspire, and empower" students. The question is, how can we leverage this trip to benefit both Mark and EMDT. Please bring your ideas to the brainstorming session on Thursday, September 22nd from 6:30-7:30 EST in the PD Wimba room. Hope to see everyone there! Thank you in advance, Rena
Andrew Barras

News: The Thinking LMS - Inside Higher Ed - 0 views

www.insidehighered.com/...phoenix

education technology LMS profound learning2.0 nell

shared by Andrew Barras on 18 Oct 10 - No Cached
  • What can colleges learn from Facebook?
  • Where Facebook has shown unique value is as a data-gathering tool. Never has a website been able to learn so much about its users. And that is where higher education should be taking notes, said Angie McQuaig, director of data innovation at the University of Phoenix, at the 2010 Educause conference on Friday.
  • If Facebook can use analytics to revolutionize advertising in the Web era, McQuaig suggested, colleges can use the same principles to revolutionize online learning.
  • ...8 more annotations...
  • The trick, she said, is individualization.
  • The most successful commercial websites are already moving in this direction, and higher education — which itself is growing increasingly Web-based — needs to catch up, McQuaig said. “What we really need to do now is deeply understand our learners,” she said.
  • This is where the University of Phoenix is headed with its online learning platform. In an effort ambitiously dubbed the "Learning Genome Project,” the for-profit powerhouse says it is building a new learning interface that gets to know each of its 400,000 students personally and adapts to accommodate the idiosyncrasies of their “learning DNA.”
  • “[Each student] comes to us with a set of learning modality preferences,” McQuaig said. The online learning platform Phoenix wants to build, she said, “reject[s] the one-size-fits-all model of presenting content online.” In the age of online education and the personal Web, the standardized curriculum is marked for extinction, McQuaig said; data analytics are going to kill it.
  • Phoenix is certainly not the only institution focusing on how data logged by learning management systems can be used to improve learning.
  • envoys from the South Orange Community College District had unveiled a project called Sherpa, which uses information about students to recommend courses and services. McQuaig said Phoenix has been in conversations with a number of universities that are working toward similar learner-centered online platforms.
  • In any case, she said, it will be expensive to make.
  • But that is where online education, and the Internet as a whole, is headed, McQuaig said.
  • Andrew Barras on 18 Oct 10
     
    Very cool article. Shows how personalization will arise in Higher Ed
Andrew Barras

Five Tips for Helping Students Become Better Bloggers | BlogWalker - 0 views

blogwalker.edublogs.org/...tudents-become-better-bloggers

education blogging

shared by Andrew Barras on 22 Sep 10 - Cached
  • how do we transition new bloggers from the “That’s cool!” or “Me too!” kinds of fluff responses to meatier responses that are likely to foster extended conversations, invite dynamic classroom connections, and push literacy skills to the next level?
  • Provide students with examples.
  • Include reflection  and self-evaluation as part of the blogging process.
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  • Teach students how to hyperlink.
  • Invite students to share their strategies for bringing others into their conversations.
  • Begin an on-going conversation on digital citizenship.
  • Andrew Barras on 22 Sep 10
     
    Good list
Andrew Barras

The Gettysburg Address without and with Powerpoint on Vimeo - 1 views

vimeo.com/7849863

education technology powerpoint nell

shared by Andrew Barras on 10 Sep 10 - No Cached
  • Andrew Barras on 10 Sep 10
     
    Very clever demonstration about how powerpoint can kill a presentation
Tom Lucas

How to Organize & Manage Your E-Learning Course Files » The Rapid eLearning Blog - 0 views

www.articulate.com/...e-your-e-learning-course-files

elearning organize

shared by Tom Lucas on 10 Sep 10 - No Cached
  • Tom Lucas on 10 Sep 10
     
    Great article on file organization for an e-learning course
chris deason

Action research - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Action_research

research action actionresearch

shared by chris deason on 04 Oct 10 - Cached
  • chris deason on 04 Oct 10
     
    "Jack Whitehead's Living Theory and Jean McNiff's Action Research approaches In generating a living educational theory [http://www.actionresearch.net Living Theories; Whitehead, 1989), most recently explained in Whitehead and McNiff (2006), individuals generate explanations of their educational influences in their own learning, in the learning of others and in the learning of social formations. They generate the explanations from experiencing themselves as living contradictions in enquiries of the kind, 'How do I improve what I am doing?' They use action reflection cycles of expressing concerns, (saying why you are concerned in relation to values), imagining possibilities in developing action plans, acting and gathering data, evaluating the influences of action, modifying concerns, ideas and action in the light of the evaluations. The explanations include life-affirming, energy-flowing values as explanatory principles."
Tom Lucas

Google Apps Education Training Center - 1 views

edutraining.googleapps.com

google googleapps web2.0

shared by Tom Lucas on 15 Dec 10 - Cached
  • Tom Lucas on 15 Dec 10
     
    "Welcome to the Google Apps Education Training Center. This is an online learning environment dedicated for educators and students to learn how to effectively use Google Apps in an educational context."
chris deason

About this project | Connect all Schools - 0 views

www.connectallschools.org/...overview

all about project this innovation technology education

shared by chris deason on 18 Mar 11 - No Cached
  • chris deason on 18 Mar 11
     
    "Bringing the world into the classroom and building global competency can include the introduction of global issues curriculum, new World Languages, online collaboration, youth and teacher exchanges, professional development on international education, video-conferences, etc. This interactive website has been built to enable schools to indicate how they are connected to the world and for new teachers, school administrators and parents to work with consortium partners on building new links."
chris deason

Why Literacy? | Mighty Writers - 0 views

www.mightywriters.org/...why-literacy

literacy why mighty

shared by chris deason on 31 Mar 11 - No Cached
  • chris deason on 31 Mar 11
     
    "It's a national crisis. "Writing to Read: Evidence for How Writing Can Improve Reading," an April 2010 report from Carnegie Corporation of New York (published by the Alliance for Excellent Education), states that the consequences of poor reading and writing skills not only threaten the well-being of individual Americans, but the country as a whole."
Andrew Barras

WoWinSchool: A Hero's Journey - Anatomy of a Typical Week - edurealms.com - 0 views

edurealms.com/?p=236

education wow moodle

shared by Andrew Barras on 01 Sep 10 - Cached
  • So, what in the world does this look like?  How is the Moodle set up?  Though we’re not quite ready to offer guest access to the Moodle yet, I thought I’d give a sneak-peak of some examples of what we’re doing.
  • One feature we’ve added recently, and as instructors are having a blast with, is in-class achievements.  For example, we challenged students to successfully “friend” each of their classmates in the game.
  • Andrew Barras on 01 Sep 10
     
    A look at producing a Moodle module using World of Warcraft
Andrew Barras

How to Bookmark and Share Specific Portions of an Online Video - 1 views

www.guidingtech.com/...rts-of-youtube-video-blipsnips

video technology film

shared by Andrew Barras on 02 Sep 10 - Cached
  • You might come across a video that drags on for several minutes before anything cool and funny happens. In such videos, it’s better to bookmark that point where the fun begins and then share it. This is what Blipsnips does.
  • The tool requires registration to begin with.
  • Andrew Barras on 02 Sep 10
     
    Looks to be very useful to anyone teaching a film course!
Andrew Barras

Project-Based Learning Strategies and Research for Educators - 0 views

www.guidetoonlineschools.com/...project-based-learning

pbl project research

shared by Andrew Barras on 02 Sep 10 - Cached
  • This resource will direct you to a variety of resources on this approach, the research behind it, and how you can use it in your class to transform your students into engaged and interested independent thinkers.
  • Andrew Barras on 02 Sep 10
     
    A page with lots of links to PBL pages
Andrew Barras

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

education abundance technology nell

shared by Andrew Barras on 03 Sep 10 - Cached
  • While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.
  • This new media environment can be enormously disruptive to our current teaching methods and philosophies.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
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  • Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room.
  • The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • It is like continuously working with thousands of research associates around the world.
  • Unfortunately, many teachers only see the disruptive possibilities of these technologies when they find students Facebooking, texting, IMing, or shopping during class.
  • We have had our why's, how's, and what's upside-down, focusing too much on what should be learned, then how, and often forgetting the why altogether.
  • All of this vexes traditional criteria for assessment and grades. This is the next frontier as we try to transform our learning environments.
  • Content is no longer king, but many of our tools have been habitually used to measure content recall.
  • Andrew Barras on 03 Sep 10
     
    Great article about the abundance of information
Andrew Barras

globecampus.ca ~ University lectures: Why they're not the best way to learn - 0 views

www.globecampus.ca/...eyre-not-the-best-way-to-learn

education lecture nell

shared by Andrew Barras on 09 Sep 10 - No Cached
  • The lecture format is an institution at most universities and as money gets tight, it’s also is a favourite way for schools to spread thin resources. Despite its long history, University of Guelph business dean Julia Christensen Hughes argues the traditional lecture is not the best way to learn, pointing to decades of research.
  • What’s wrong with lectures?
  • When the lecture model began, the Internet didn’t exist or even the printing press. It was an oral tradition for transferring knowledge. Now information is ubiquitous. If you are curious about something you just Google it.
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  • So are you calling for the death of the lecture?
  • Not at all.
  • A lecture done well can be motivating or energizing if the faculty member is communicating their passion.
  • What are common problems?
  • We try to stuff too much in a lecture.
  • If it doesn’t work, why are universities and professors so fond of the format?
  • it is important to recognize this challenge has been going on for more than 100 years.
  • What’s the answer?
  • You have to look at the education of faculty.
  • they haven’t been taught anything about how people learn.
  • Is it realistic to expect change when universities are scrambling to balance budgets?
  • Given the cost of university, the expectations of students and their families are shifting, as well. They want to know there is a rich learning environment.
  • Andrew Barras on 09 Sep 10
     
    Article about why university lectures aren't effective
Andrew Barras

Derek's Blog » Creativity vs. stress - 0 views

blog.core-ed.net/...creativity-vs-stress.html

education creativity nell

shared by Andrew Barras on 01 Sep 10 - Cached
  • an article from Newsweek titled “the Creativity Crisis“. It begins with the assertion that for the first time, research shows that American creativity is declining.
  • The Newsweek article cites a recent IBM poll of 1,500 CEOs identified creativity as the No. 1 “leadership competency” of the future. And yet it is declining (apparently), both in society as a whole, and in our schools in particular. The authors identify two of the possible reasons for the decline…
  • the impact of television and the number of hours kids now spend in front of the TV and playing videogames rather than engaging in creative activities
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  • the lack of creativity development in our schools, there’s no concerted effort to nurture the creativity of all children.
  • n her writing about The Neuroscience of Joyful Education, Judy Willis highlights the importance of novelty in our teaching, stress-free classrooms, and pleasurable associations linked with learning as essential pre-cursors to joyful learning and the development of creativity. She goes on to suggest that when planning for the ideal emotional atmosphere we should be mindful of the following;
  • Allow independent discovery learning – students are more likely to remember and understand what they learn if they find it compelling or have a part in figuring it out for themselves.
  • Give them a break – students can reduce stress by enjoying hobbies, time with friends, exercise, or music.
  • Create positive associations – by avoiding stressful practices like calling on students who have not raised their hands, teachers can dampen the stress association.
  • Prioritize information – helping students learn how to prioritize and therefore reduce the amount of information they need to deal with is a valuable stress-buster.
  • Make it relevant – when stress in the classroom is getting high, it is often because a lesson is overly abstract or seems irrelevant to students.
  • Others, including Richard Millwood who has written about ‘delight’ in learning, emphasise similar conditions for learning – minimising stress and allowing for more risk-taking, learning from mistakes, discovery and so forth.
  • Andrew Barras on 01 Sep 10
     
    Nice article about classroom environments
Andrew Barras

Newsletter: Games-Based Learning #1 - Articles - Educational Technology - ICT... - 0 views

www.ictineducation.org/...er-games-based-learning-1.html

education technology games

shared by Andrew Barras on 07 Oct 10 - No Cached
  • The latest issue of Computers in Classrooms is now available, with the following games-related articles:
  • It’s not about the game! Dawn Hallybone discusses activities surrounding games to maximise the benefits of games-based learning. Red Mist, the prison-based video game. Jude Ower tells us about a game which is won or lost by the state of your emotions! Creating a game – a positive impact on learning? David Luke reports on research he and colleagues undertook to determine, amongst other things, whether games-based learning disadvantages girls. Games-based learning: a personal view. Mother and computing graduate Amanda Wilson gives her opinion of games-based learning. Battling the barriers of games-based learning. John McLear explains how he set about developing a search engine for educational games.
  • Andrew Barras on 07 Oct 10
     
    Games in the classroom newsletter
Andrew Barras

News: The Rise of the 'Edupunk' - Inside Higher Ed - 0 views

www.insidehighered.com/...cref

education highered edupunk nell

shared by Andrew Barras on 09 Nov 10 - No Cached
  • Those in higher education who continue hand-wringing over the relative merits of online learning and other technology-driven platforms will soon find themselves left in the dust of an up-and-coming generation of students who are seeking knowledge outside academe. Such was an emerging consensus view here Monday, as college leaders gathered for the TIAA-CREF Institute's 2010 Higher Education Leadership Conference.
  • “We're still trying to fit the Web into our educational paradigm.… I just don't think that's going to work,” said Mary Spilde, president of Lane Community College, in Eugene, Ore.
  • several panelists alluded here to the possibility that if colleges don't change the way they do business, then students will change the way colleges do business.
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  • College leaders don't yet know how to credential the knowledge students are gaining on their own, but they may soon have to
  • While the concept of a self-educated citizenry circumventing the traditional system of higher education may have sounded far-fetched a decade ago, the fact that the likes of Spilde gave it more than lip service marks something of a shift. Indeed, there was more than a subtle suggestion across hours of sessions Monday that colleges are in for a new world, like it or not, where they may not be the winners.
  • Andrew Barras on 09 Nov 10
     
    Panel about Edupunks
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