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Jacques Cool

MOOCs and other ed-tech bubbles | Ed Tech Now - 2 views

  • why education technology has so far failed to transform education, and to focus more on arguing how education technology will transform education, when it is properly implemented.
  • MOOCs do not work, either commercially or pedagogically.
  • much of what’s being lauded as ‘revolutionary’ simply involves videotaping lectures and putting them online
  • ...15 more annotations...
  • MOOCs are more than good university lectures available online
  • There is a danger that technology could undermine formal education…Arguments against formal education are now current again but, uninformed by any understanding of the theory of teaching and learning, they plunge us back into traditional approaches. Technology opportunists who challenge formal education argue that, with wide access to information and ideas on the web, the learner can pick and choose their education – thereby demonstrating their faith the transmission model of teaching. An academic education is not equivalent to a trip to the public library, digital or otherwise.
  • When none of the peers is an expert, there is too much risk of misconceptions and bad habits becoming established within the cohort.
  • The failure of MOOCs will concentrate minds on what are the prerequisites for success.
  • The reason why that learning analytics will not deliver on its promise is that analytics is predicated on “big data”. In education, big data does not yet exist and will not exist until we sort out the current failure of interoperability.
  • in nature, weak animals die but in a government-funded OER ecosystem, useless resources that nobody wants survive and multiply
  • The fact that interactivity (so essential to the process of learning) is claimed as a rare bonus reveals the dreary truth, that the vast majority of resources are expositive.
  • the job of educators is not to add yet more information but to manage the interactive process of learning how to use that information.
  • many people talk about “learner generated content” as a subset of OER, when what they are really referring to is student product: artifacts which are created by a student as an output of an instructional process but which are neither intended nor useful as an input for new processes.
  • OER cannot be isolated from a much wider and more troublesome “bubble”: the tendency of all public sector projects that are not subject to rigorous political control to grow, regardless of whether or not they are productive.
  • OER may be produced by commercial organisations in order to achieve publicity, by enthusiasts  for personal kudos; and by practitioners in order to save time through collaboration with peers.
  • The critical—and still largely missing—characteristic for effective learning content is interactivity
  • One particular type of educational software that needs to be developed will be high-level authoring tools that embed complex interactivity and good pedagogical design.
  • e-Portfolios will not work without: creative tools that can interoperate with learning management systems to automate the assignment of creative activities and the handling of creative product through a complex cycle of review, redrafting, assessment, reflection and sharing; competency definitions against which student-created artifacts can be assessed.
  • better interoperability is the next affirmative step that we need to take
Gilles Le Page

Un C-MOOC ? Pourquoi pas ! #ITyPA: E-Learning - Travail Collaboratif en commu... - 1 views

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    "E-Learning - Travail Collaboratif en communauté virtuelle En partant de plusieurs sources (voir plus bas), j'ai préparé 3 cartes mentales sur le travail collaboratif en communauté virtuelle de pratiques ou d'apprentissages Voici, ci-dessous, la première carte mentale. Elle concerne les définitions, les outils, les conditions de réussite, les fonctionnalités et outils, etc."
Jean-Marie Gilliot

Top Ed-Tech Trends of 2012: MOOCs | Inside Higher Ed - 2 views

  • was students — two from India and one from Canada — who created what I think is the among most important MOOC innovations this year — 6.003z. As I wrote in August, “6.003z is the creation of Amol Bhave, a 17-year-old high school student from Jabalpur, India who was disappointed to learn that MITx had no plans to offer the follow-up class to 6.002x. Typically, the next class students take at MIT is 6.003, Signals and Systems. So Bhave took matters into his own hands, creating his own open online course with help from two other members of the 6.002 learning community – a class based on a blend of MIT OpenCourseWare and student-created materials.”
  • I only completed one.
    • Jean-Marie Gilliot
       
      1 fini pour plusieurs inscrits : à la fois non significatif pour un écrivain sur le sujet et cohérent avec l'analyse de Cornu
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    les événements marquants la place des étudiants
Christine Vaufrey

Learning in a small, task-oriented, connectivist MOOC: Pedagogical issues and implicati... - 0 views

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    rejoint bien nos préoccupations et notre dispositif de travail sur ITyPA
Gilles Le Page

edshelf | Reviews and recommendations of tools for education - 4 views

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    Edshelf.com se présente comme un répertoire d'outils numériques pour enseignants. L'objectif déclaré est de favoriser la découverte de nouveaux outils numériques, de comparer ceux que d'autres enseignants utilisent et, enfin, de catégoriser et d'évaluer ces outils. EdShelf offre plus d'informations qu'un simple répertoire. Il permet tout particulièrement de contextualiser des espaces personnels d'enseignement construits à partir de d'associations d'outils individuels.
Christine Vaufrey

The week university (as we know it) ended - The Globe and Mail - 2 views

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    Les mooqueurs en chef sont tous à Davos ! Un autre article ici : http://www.nytimes.com/2013/01/28/business/davos-considers-learnings-next-wave.html?_r=0 et la presse française, elle ne dit rien ?
Christine Vaufrey

How NOT to Design a MOOC: The Disaster at Coursera and How to Fix it | online learning ... - 4 views

  • now I know something new about MOOCs: you can make the same mistakes as in a traditional course only that the effects scale to the massive.
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    Je comprends mieux pourquoi je me suis désinscrite !
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    ça avait l'air d'être le bazar complet, dans ce cours. En revanche, j'en suis un autre depuis le 28 janvier, et c'est excellent.
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