Skip to main content

Home/ moocat/ Group items tagged technology

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Patrice Prusko

Top universities embrace MOOCs, but opinion is divided - University World News - 0 views

www.universityworldnews.com/article.php

MOOC research weakneses

shared by Patrice Prusko on 24 Sep 13 - No Cached
  • failings in the MOOC format around sustainability, quality, equality, equity, financial viability, learning quality and accreditation.
  • lacks novelty
  • weaknesses around access, content, quality, accreditation, pedagogy, poor engagement with weaker learners, and exclusion of learners without networking skills
  • ...6 more annotations...
  • 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
Patrice Prusko

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

www.cjlt.ca/...177

course design community

shared by Patrice Prusko on 14 Oct 13 - Cached
  • the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
  • distinct pathways through the material, providing a clear route to those students
  • material that works well in a traditional environment does not necessarily work in the online environment
  • ...35 more annotations...
  • 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
    • Patrice Prusko
      Patrice Prusko on 14 Oct 13
       
      This is a key point. Learning outcomes need to be developed first.
  • 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
rvanderlan

Using MOOCs in Classroom: Interactive Online Learning on Campus | Ithaka S+R - 3 views

www.sr.ithaka.org/...tive-Online-Learning-on-Campus

MOOC Research blended

shared by rvanderlan on 11 Jul 14 - No Cached
  • rvanderlan on 11 Jul 14
     
    Published July 10, 2014 Rebecca Griffiths, Matthew Chingos, Christine Mulhern, Richard Spies Online technologies show promise for educating more people in innovative ways that can lower costs for universities and colleges, but how can higher education leaders move forward, confident in their choices about how best to integrate these technologies on their campuses?
rvanderlan

Athabasca University Press - Teaching Crowds: Learning and Social Media - 1 views

www.aupress.ca/...120235

MOOC course design Research tools

shared by rvanderlan on 24 Oct 14 - No Cached
  • rvanderlan on 24 Oct 14
     
    Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS).
1 - 20 of 20
Showing 20▼ items per page