Group items tagged

The burning issues for MOOCs are a viable business model and accreditation of learning.

networking, reputational and learning skills that MOOC environments require for successful learning.

Online autonomy, group formation and inclusion-exclusion feelings among learners are a vital dynamic in MOOC learning, and are probably insufficiently understood.”

potential disruptions in higher education; and technology solutions for accreditation, assessment and authentication.

using MOOCs to preserve or increase earnings from overseas learners, and in commercial CPD

adaptive learning driven by learner analytics; badging and accreditation technology; and authentication technology that would leverage robust and proven peer assessment methods

a portfolio should primarily focus on a student’s own work with generic course information just used to demonstrate the depth and robustness of a class.

retooled, converted or redesigned

PowerPoint™ slides, course notes and handouts usually need to be adapted

entire onsite version videotaped

Even if they have been successful in class, lengthy lectures don’t tend to work online.

much shorter clips were created, using brief excerpts of important points along with the addition of visual material

faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises

unique strengths and dynamics of the web in mind

content alone is not sufficient to result in or to guarantee excellence

Online instruction involves much more than posting a series of readings or a standard curriculum to a website

online instruction needs to purposefully and strategically engage learners in activities and interaction

content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.

providing content with creating a learning environment or delivering a course?”

Quality learning experiences occur in online education when strategies are designed specifically to engage the learner

less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in

increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem

chosen according to how they help meet the learning objectives

quick turnaround time

frequent and engaged

goals and objectives that are clearly stated

all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives

The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal

a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”

Creating a sense of community is one of the main objectives in any class

It is through sustained communication that participants construct meaning

a deeper rather than a surface approach to learning is encouraged

Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.

hey need connection, contact and a sense of realness and immediacy

Teachers need to work to develop community

collaborative learning activities

enhanced communication

small group activities

Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is

brief guides and tutorials

Brief personal email messages