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Patrice Prusko

Google, EdX and MOOC.org: Addressing the problem or making it worse? - Eduventures - 0 views

www.eduventures.com/...ddressing-problem-making-worse

MOOC edX Google

shared by Patrice Prusko on 24 Sep 13 - No Cached
  • If the consumers most in need of education innovation are the mass of under-prepared high school graduates or working adults, the students least familiar to schools involved in EdX, having EdX take the lead seems wrongheaded.
Patrice Prusko

Online Learning Research Wall - Google Sheets - 0 views

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MOOC Research MIT stanford

shared by Patrice Prusko on 20 Mar 16 - No Cached
  • Patrice Prusko on 20 Mar 16
     
    online research wall
Patrice Prusko

Five Common Pitfalls of Online Course Design - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...tfalls-of-online-course-design

MOOC course design pitfalls

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • Reading your course material on a computer screen does not make for a memorable learning experience
  • Start by thinking about the kinds of learning experiences you want to create rather than letting the CMS define a more limited view of putting your course online.
  • In the old model of education, the instructor stood on the podium and served as the students’ revered and primary access point to the desired knowledge. Today, your students may be Googling your lecture topic while you speak and finding three sources that update or improve upon your presentation.
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  • . Your course should be a place where students come to participate in the connections that can be made between your subject and the outside world. Build these bridges into your online course materials, and become a facilitator of these important connections.
  • The interactivity and interconnectedness of computers provides increased opportunity for students to actively participate in their learning rather than passively consuming what you feed them.
  • peppering your online content with quick test-your-comprehension questions or developing exercises that ask students to generate data, capture and upload photos of evidence, research connections to real-world conditions, or create explanatory slideshows.
  • t. Consider creating wiki spaces in which groups of students can work together. Include assignments that require students to share ideas and resources, present topics to each other, and critique each other’s work. Use online communication tools and collaborative spaces to foster a class-wide web of supportive contact rather than settling into multiple parallel channels between you and each student.
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