Group items tagged

This is a professional development course for which the teaching methods currently used in MOOCs – videos, forums and quizzes* – are appropriate, because teachers are professionals who know how to learn, and can learn a lot from each other. These methods are not sophisticated enough for teaching children or even undergraduates in the developing world, which is why the beneficiaries are still the rich. But they may help to train the professionals who can begin to make the difference.

This makes it permissible to embed the videos into learning materials as the YouTube player is the means by which this happens, in contrast to downloading and converting them to another format which is not automatically permitted.

This is, however, on the basis that the video has been uploaded with the permission of the rightsholder and thus not infringing copyright in the first place.

making Real-World connections

The context into where a student learned knowledge was helpful, but not seen as a key component as it is today.

Teaching from books instead of everyday life assumes that the knowledge within the book is self-contained. Dictionaries are most useful to an experienced reader who refers to them with a specific context already in mind.

different forms of representation have what philosophers call different fields of reference.

even when different symbolic forms of representation address the same field of reference, conveying (what appears to be) the same information

strongly colored by the knowledge structures ("schemata") we already possess

Howard Rheingold: The new power of collaboration

as a process for acquiring memory

Cognitive overload: it is difficult to separate the 'content' from the 'context' in a OER, thus it is difficult to decontextualize an OER and re-contextualize it to a different learning context/purpose;

lack of a reliable electricity supplylack of reliable internet connectionslack of equipmentlack of resourceslack of necessary skills.

The gap between those with and without this access is the digital divide.

The most succinct summation of this question was provided by an accountant who was in my group a couple of years ago. She phrased it as: (£ consuming vs £ benefit)

Collective intelligence is the hook to your participation and existence in these networks [in my humble opinion, that is]; the social interaction what brings it all together

My network is very important to me because it provides me with an alternative platform to test my ideas, to build new ideas, and to learn from other people’s ideas.

this is a perfect shapshot of so many of us who are active online in the various social network,

Very few Moocs lead to any sort of officially recognised qualification, so the recent success of the University of the People in being permitted to award degrees to students studying for its tuition-free, online-only courses marks a departure for the sector.

The University of the People, for example, states that undergraduates will study in groups of 30 to 40

he big question is whether you can [offer degrees] without tutorial support, and so at lower cost.