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Contents contributed and discussions participated by Christine Vaufrey

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Christine Vaufrey

The Case for SmOOCs « Jenny Connected - 1 views

jennymackness.wordpress.com/...the-case-for-smoocs

cours petit-groupe Mooc

shared by Christine Vaufrey on 21 Jan 13 - No Cached
  • Christine Vaufrey on 21 Jan 13
     
    un MOOC avec un pubic restreint devient un SMOOC !
Christine Vaufrey

The MOOC is Dead, Long Live the MOOC | theory.cribchronicles.com - 1 views

theory.cribchronicles.com/...ooc-is-dead-long-live-the-mooc

Mooc fin début flou prospective

shared by Christine Vaufrey on 16 Jan 13 - No Cached
Christine Vaufrey

Jump Off the Coursera Bandwagon - Commentary - The Chronicle of Higher Education - 1 views

chronicle.com/...136307

Coursera réputation risques foule

shared by Christine Vaufrey on 13 Jan 13 - No Cached
  • Christine Vaufrey on 13 Jan 13
     
    Excellent article, à lire !
Christine Vaufrey

Think Again: How to Reason and Argue | Coursera - 4 views

www.coursera.org/...thinkagain

Coursera Mooc participants développement-personnel

shared by Christine Vaufrey on 06 Dec 12 - No Cached
  • Christine Vaufrey on 06 Dec 12
     
    173 000 inscrits à ce cours. Les sciences n'ont pas le monopole des grands nombres :-)
Christine Vaufrey

Half an Hour: New Forms of Assessment: measuring what you contribute rather than what y... - 4 views

halfanhour.blogspot.ca/...assessment-measuring-what.html

évaluation Downes modalités contribution

shared by Christine Vaufrey on 30 Nov 12 - No Cached
  • The first thing that both the financial system and the grading system devalue is the worth of assistance and generosity to others. Oh, sure, there is a token 'charitable donations' check-box in your income tax form. But imagine your income went up if you gave time, money or resources to charity, even if you were living on social assistance!
  • In the schools, too, there is no reward for helping others (indeed, it is heavily penalized). Suppose educational achievement was measured at least partially according to how much (and how well) you helped others.
  • Suppose instead students were rewarded for cooperation
  • ...7 more annotations...
  • Cooperation, which is a common and ad hoc creation of interactions and exchanges for mutual value.  Cooperative behaviours include exchanges of goods and services, agreement on open standards and protocols, sharing of resources in common (and open) pools, and similar behaviours.
  • Imagine receiving academic credit for contributing well-received resources into open source repositories, whether as software, art, photography, or educational resources. Imagine receiving credit for long-lasting additions to Wikipedia or similar online resources
  • something based on how the content contributed is used and reused across the net
  • Indeed, a person hoping to attain a higher level qualification would need to contribute to the public good in a substantial and tangible way. Offering open online courses (that are well-subscribed and positively reviewed by the community) should be a requirement for any graduate-level recognition.
  • These three things - helping others, being cooperative, contributing to the public good
  • - are obviously not easy to assess. To be sure, it's far easier to ask students simple questions and grade the number of correct responses.
  • all based on measuring what you contribute rather than what you collect.
  • Christine Vaufrey on 30 Nov 12
     
    Downes esquisse un mode d'évaluation des Moocs en adéquation avec leur mission générale et leur philosophie
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