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Jean-Marie Gilliot

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

www.insidehighered.com/...top-ed-tech-trends-2012-moocs

shared by Jean-Marie Gilliot on 28 Dec 12 - No Cached
  • 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
      Jean-Marie Gilliot on 28 Dec 12
       
      1 fini pour plusieurs inscrits : à la fois non significatif pour un écrivain sur le sujet et cohérent avec l'analyse de Cornu
  • Jean-Marie Gilliot on 28 Dec 12
     
    les événements marquants la place des étudiants
Jacques Cool

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

edtechnow.net/...oocs-and-other-ed-tech-bubbles

mooc learning OER analytics education technopédagogie

shared by Jacques Cool on 03 Jan 13 - No Cached
  • 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
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

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

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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