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Ted O'Neill

Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 1 views

www.irrodl.org/...1686

emergent learning ocTEL affordance

shared by Ted O'Neill on 18 Apr 13 - No Cached
  • Courses can also be deliberately designed as adaptive systems, in which learning emerges.  The MA in Management Learning and Leadership Programme (MAMLL) course at Lancaster University in the UK is an example in which the curriculum itself is emergent, although still within the quality assurance framework for master’s courses (this might have been more difficult in an undergraduate course).
    • Ted O'Neill
      Ted O'Neill on 18 Apr 13
       
      Are MOOCs and other connectivist learning approaches best for mature learners/graduate courses if accountability and institutional credits are goals?
Ted O'Neill

The False Promise of the Education Revolution - College, Reinvented - The Chronicle of ... - 1 views

chronicle.com/...136305

mooc university crisis

shared by Ted O'Neill on 12 Apr 13 - No Cached
  • The pundits and disrupters, many of whom enjoyed liberal-arts educations at elite colleges, herald a revolution in higher education that is not for people like them or their children, but for others: less-wealthy, less-prepared students who are increasingly cut off from the dream of a traditional college education.
  • David Stavens, a founder of the MOOC provider Udacity, as conceding that "there's a magic that goes on inside a university campus that, if you can afford to live inside that bubble, is wonderful."
  • "The whole MOOC thing is mass psychosis," a case of people "just throwing spaghetti against the wall" to see what sticks, says Peter J. Stokes, executive director for postsecondary innovation at Northeastern's College of Professional Studies. His job is to study the effectiveness of ideas that are emerging or already in practice.
  • ...6 more annotations...
  • But "innovation is not about gadgets," says Mr. Stokes. "It's not about eureka moments. ... It's about continuous evaluation."
  • the gap between the country's rich and poor widened during the recession, choking off employment opportunities for many recent graduates.
  • Here's the cruel part: The students from the bottom tier are often the ones who need face-to-face instruction most of all.
  • "The idea that they can have better education and more access at lower cost through massive online courses is just preposterous," says Patricia A. McGuire, president of Trinity Washington University. Seventy percent of her students are eligible for Pell Grants, and 50 percent come from the broken District of Columbia school system.
  • But the reinvention conversation has had a "tech guy" fixation on mere content delivery, she says. "It reveals a lack of understanding of what it takes to make the student actually learn the content and do something with it."
  • "To champion something as trivial as MOOC's in place of established higher education is to ignore the day-care centers, the hospitals, the public health clinics, the teacher-training institutes, the athletic facilities, and all of the other ways that universities enhance communities, energize cities, spread wealth, and enlighten citizens,"
Ted O'Neill

elearnspace › Neoliberalism and MOOCs: Amplifying nonsense - 0 views

www.elearnspace.org/...-and-moocs-amplifying-nonsense

MOOC antimooc university crisis siemens

shared by Ted O'Neill on 09 Jul 13 - No Cached
  • If 2012 was the year of the MOOC, 2013 will be the year of the anti-MOOC.
  • There are many reasons to not like MOOCs (including the elite university models, poor pedagogy, blindness to decades of learning sciences research, and its entire identity: just a very bad name). The faculty response to MOOCs is particularly important. Almost every major MOOC initiative over the past 18 months has developed without the inclusion of the faculty voice.
  • The reason MOOCs are being classified as neoliberalist is because entrepreneurs see the changing landscape and have responded before many universities. Universities, in contrast, are actively trying to preserve their legacy models so as to stay relevant, or at minimum, stay in control. Something is not neoliberalist just because neoliberalists are the first to take advantage of the gaps created by the traditional and emerging shadow education systems. Don’t blame the ill motives of others for what was caused by inactivity on the part of the professoriate and higher education in general.
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  • See also: Kathleen Fitzpatrick on “Neoliberal” http://www.plannedobsolescence.net/blog/neoliberal/ — a good reminder that “to say, for instance, that the university-in-general is a neoliberal institution is to say precisely nothing.”
  • I love the notion of a “shadow education system”
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