Group items tagged

From the blog Connectivism by George Siemens, December 14 2011. Siemens argues the importance of artifacts to help students make sense of their experiences in MOOCs and other online learning experiences.

Thinking about the critical nature of artifacts to learners making sense of their e-experience makes me wonder how to encourage submission of such "sensemaking" artifacts to our Jams and e-communities.

Posted by George Siemens on his blog elearnspace, September 5 2011. Siemens argues that instructors can't provide "coherence" for knowledge just by "broadcasting" a course. He suggests that coherence is about how "*we* connect information elements and how we use artifacts and narratives to share that coherence." I am interested in the idea of "information foraging," especially in the context of content curation.

Edited by Susan Schreibman, Ray Siemens, and John Unsworth. Oxford: Blackwell, 2004 (digital edition).

While the focus is primarily digital texts and the humanities, there are some underlying concepts here that are of interest. Electronic Texts: Audiences and Purposes (Ch 18) is of interest.

This MOOC is being developed by George Siemens, Stephen Downes, and Dave Cormier. For this particular MOOC, they will be introducing over 30 speaker/instructors (one a week) with a global perspective (faculty representing 11 countries). Links to course registration, outline and other details from this page.

This blog acts as the home home space for the online course Connectivism and Connective Knowledge, considered to be an early example of a MOOC. The course (and this blog) were developed by Stephen Downes and George Siemens, who co-facilitated the course. Using this interface, the course was offered in 2008 and 2009.

home page for Change.mooc.ca