Contents contributed and discussions participated by Vanessa Vaile
#etmooc Session 1: Idea Burrs « Beyond These Walls - 1 views
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Open Movemen
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5 (Connected Learning, Digital Storytelling, Digital Literacy, and Digital Citizenship) thatwe will be exploring further in #etmooc
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Larry’s blog
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Why We Seek the New: A History and Future of Neophilia | Brain Pickings - 2 views
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how hard-wired our affinity for novelty is
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explores the evolutionary, biological, psychological, and cultural forces that drive our deep-seated neophilia
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how our ability to respond to change saved us from extinction some 800,000 years ago to neophilia’s basic mind-body mechanisms to the profound ways in which the information age has altered our relationship with novelty
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Complexity, self-organization, and #Change11: reactions to Siemen's presentation on onl... - 1 views
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presentation from George Siemens on Self-Organization in Online Courses (embedded below) that addressed some aspects of learning complexity (through the context of a MOOC)
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we need to sift through the chaos to create signal, perhaps even a pattern language
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I liken this process to language itself and the alphabet. The alphabet developed to take a series of meanings and weld it to one symbol (a process more pronounced in Chinese and ancient Egyptian perhaps) that everyone might recognize and accept.
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How do you manage your information? - 0 views
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Managing resources is one of the most important skills for students (people!) to master. I started blogging in 2000 and have spent a significant amount of time trying to devise an information management system that I can use to make sense of a topic or discipline. I've attached an image below that highlights the process and tools that I use.
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This system has a few weaknesses
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1. It fails to account for trend development and dissipation
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Rather Random | How to participate in an open online course - 0 views
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The first few weeks of an open online course are the most disorienting. As a learner, you approach the course with expectations that have been defined by previous learning experiences.
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Let go of those expectations
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Giving Feedback on Student Writing: An Innovative Approach - Faculty Focus | Faculty Focus - 1 views
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British journal, Assessment & Evaluation in Higher Education involving the use of something called interactive cover sheets. First-year students in an outdoor studies degree program took a two-semester, six module course which required preparation of a number of written assignments. After preparing their papers, students attached an interactive cover sheet on which they raised questions about the paper they had just completed, thereby identifying the specific areas for feedback.
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The goal was to overcome the one-way communication that occurs when teachers write comments on student papers
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Students also tell stories about feedback received on their papers
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Blog U.: Reforming Higher Education: To What End? - University of Venus - Inside Higher Ed - 0 views
#cck11: Connectivism and Social Constructivism - what's the difference? | Life through ... - 0 views
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what distinguishes a connectivist perspective from social constructivism
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similar principles
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complexity
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MOOC newbie Voice - Week 2 Big Data… must be important… it's big! » Dave's Ed... - 0 views
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we are increasingly at the mercy of the data that is out there
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Week 1 skimming
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The Telegraph article on the 10 ways data is changing how we live
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What is the unique idea in Connectivism? « Connectivism - 0 views
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what is the unique idea in connectivism?
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a new idea is often an old idea in today’s context.
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what is the new idea in constructivism? That people construct their own knowledge? Or the social, situated nature of learning? Or that knowledge is not something that exists outside of a knower? (i.e. there is no “there” out there)
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Half an Hour: What Connectivism Is - 0 views
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in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge.
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a pedagogy that (a) seeks to describe 'successful' networks (as identified by their properties, which I have characterized as diversity, autonomy, openness, and connectivity) and (b) seeks to describe the practices that lead to such networks,
Reflections on the Knowledge Society » Gravity rules the MOOC LAK11 - 0 views
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Discussions spread in ever-which way. Participants migrate between discussions and platforms (or shall we say “bounce”?).
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‘open space’ conference
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A MOOC follows the same principles but is entirely virtual.
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What We Do - OpenStudy - 1 views
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OpenStudy is a social learning network where students ask questions, give help, and connect with other students studying the same things. Our mission is to make the world one large study group, regardless of school, location, or background.
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AI recommendation engines to match students, and really real-time technologies to facilitate online interaction
Artifacts of sensemaking | Learning and Knowledge Analytics - 2 views
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sensemaking attempts include: blog posts, summary Moodle forum posts, images, analysis of discussion forum activity, social network analysis, etc.
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Creating and sharing artifacts of sensemaking is an important activity in open online courses.
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filtering (or forming sub-networks/groups/discussion clusters) happens once the course is underway
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All too much | The Economist - 0 views
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QUANTIFYING the amount of information that exists in the world is hard. What is clear is that there is an awful lot of it, and it is growing at a terrific rate (a compound annual 60%) that is speeding up all the time.
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data from sensors, computers, research labs, cameras, phones and the like surpassed the capacity of storage technologies in 2007. Experiments at the Large Hadron Collider at CERN, Europe’s particle-physics laboratory near Geneva, generate 40 terabytes every second—orders of magnitude more than can be stored or analysed.
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scientists collect what they can and let the rest dissipate into the ether.
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Reflections on Open Courses: Curation, Ombuds, and Concierges | Learning and Knowledge ... - 0 views
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Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:
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How students interact
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patterns of activity
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