Skip to main content

Home/ Networked and Global Learning/ Group items tagged courses;

Rss Feed Group items tagged

djplaner

Identifying Connected Learning Course Designs - 1 views

  •  
    PhD student sharing thoughts and work around connected learning
djplaner

A Design-Based Approach To Teachers' Professional Learning | Canadian Education Associa... - 1 views

  • Yet school leaders and classroom teachers often fail to see a connection between educational theory and research conducted in universities and the real-world, complex and contextually rich teaching, learning and leading contexts in schools.
  • “Best practice, evidence-based practice, and reflective practice all refer to ways of making optimum use of know-how”[3]; however, while necessary, these are insufficient for creating new insights into practice, or “know-why” directed towards advancing practice
  • Design-based professional learning, which builds upon design-based research findings and theories, provides the bridge for teachers to advance practice in a principled, practical way.
  •  
    Article arguing/explaining the value of design-based research to classroom teachers. The link with NGL is that the course uses DBR as the method by which you consider how to apply NGL principles to interventions in your role "as Teacher".
Trevor Haddock

Open Education for a Global Economy - NYTimes.com - 0 views

  •  
    An article about ALISON which collects vocational training courses for free delivery similar to what Khan Academy provides for academic courses.
muzedujourney

Can Free, High-Quality Education Get You A Job? | MindShift - 1 views

  •  
    Article about MOOC's and wether they can level the playing field. Would employers employ someone who had completed certificates for online courses rather than those who had diploma's and degrees from the same institutions.
djplaner

Students in Free Online Courses Form Groups to Study and Socialize - Wired Campus - The... - 1 views

  •  
    Describing some methods being used to create communication/socialisation opportunities in MOOCs.
djplaner

The World of Massive Open Online Courses - Online Colleges - 1 views

  •  
    Infographic giving a summary of MOOCs
laurac75

edX online courses from schools and universities - 1 views

shared by laurac75 on 15 Sep 14 - No Cached
  •  
    A possible source for inspiration and/or resources...
mari marincowitz

FutureLearn - Learning for Life - 0 views

  •  
    Free online courses from leading UK and international universities
djplaner

Manuel Lima: A visual history of human knowledge | TED Talk | TED.com - 3 views

  •  
    A TED talk that highlights the transition from the traditional view of human knowledge (hierarchical) to the more modern view (networked). Makes a few points in passing on the limitations and problems with the hierarchical view. This probably would have been a good video to start the course, but I've only just listened to it. Haven't watched the video - I imagine it's even more impactful than the audio
djplaner

Teaching Crowds | A Teaching Crowds book site - 1 views

  •  
    Open Access book by Anderson & Dron examining the issue of learning and social media. Expands upon what they wrote in some of the earlier papers that form part of the early readings for the course.
thaleia66

Re-imagining school | Playlist | TED.com - 1 views

  • What we're learning from online education Daphne Koller is enticing top universities to put their most intriguing courses online for free — not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed.
  •  
    The xMOOC approach - which is the label for Coursera and most of the "AI" driven MOOCs - is taken a very automated approach. The idea that algorithms and automation can help. Personally, I think this is an incomplete foundation for learning. For me networked learning is better based on the idea of using technologies to help/augment people, rather than remove them from the process. The cMOOC approach is more along those lines, but has only started to scratch the surface.
  •  
    I wonder whether different kinds of MOOCs are more suited to different contexts or to different disciplines, or even to different learning styles or aptitudes? For me, the more ad hoc nature of a cMOOC approach seems somewhat incomplete also. There are times when I'd rather put myself in the hands of a trusted, experienced guide, and if this guide has recognised the common pitfalls on the trail - through algorithms and automation - all the better. I wonder if there's room for a blended approach. Aren't you using algorithms and automation to grade our work for this course, David?
djplaner

Emergent learning and interactive media artworks: Parameters of interaction for novice ... - 0 views

  • Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011).
  • However, the question remains whether institutional frameworks can accommodate the opposing notion of “cooperative systems” (Shirky, 2005),
  • We build upon Williams et al.’s framework of emergent learning, where “content will not be delivered to learners but co-constructed with them” (De Freitas & Conole, as cited in Williams et al., 2011, p. 40), and the notion that in constructing emergent learning environments “considerable effort is required to ensure an effective balance between openness and constraint” (Williams et al., 2011, p. 39)
  •  
    Builds on an extends the previous article on emergent learning and applies it to analysing an assessment item within a first-year media arts education course. It uses/develops a matrix that is proposed as being useful for figuring out how to design emergent learning.
muzedujourney

Empowering Students Through Blogging | EdTech Magazine - 0 views

  •  
    Interesting reading about how one teacher has used blogging in the classroom to enhance student outcomes. Very relevant to the learning that is occuring in this course
djplaner

Ed-Tech and the Templated Self: Thoughts from the "Reclaim Your Domain" Hackathon - 0 views

  • That is, I want to talk about ed-tech as a “personal endeavor,” one that enables student agency, and not simply an “institutional endeavor,” one that sees students as the object of education
  •  
    Some thoughts about the "Reclaim Your Domain" project and its links to education and some ideas related to NGL. I'm exploring how the NGL course blog can be re-developed and extended using the Reclaim Your Domain services. There's also a bit in this post connecting with what identity means in an online/networked environment.
debliriges

A New Architecture for Learning (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

  • lty, and students.
  • Most of the technologies and applications shown in Figure 1 are on campuses already. The problem is that they are not easily and
  • seamlessly integrated
  • ...3 more annotations...
  • e expected to be
  • The following are several specific examples of what the open standards and services must enable to make this new architecture for learning a reality: Digital content and applications must be easily, quickly (ideally, within a few minutes versus months), and seamlessly integrated into any platform that supports a set of vendor-neutral open standards and, importantly, are not trapped inside a single platform. User, course, and context information must be synchronized among selected applications so that neither the manual transfer of information nor multiple logins to different applications are required—thus making set-up and use of new software much easier for all concerned. Data that describes usage, activities, and outcomes must flow from learning content apps to the enterprise system of record, learning platforms, and analytics platforms. Systems, services, and tools must be virtualized and must increasingly move toward the elastic computing model that enables sharing scenarios across systems or other federations of users.Imagine what would happen if CIOs could safely add services and applications in a matter of days instead of months, if instructors could seamlessly combine these tools into their courses with one click, and if analytics data would begin to flow immediately thereafter. This new IT architecture would revolutionize the support for academic technology in the same way that the app movement has revolutionized what is available on mobile devices. A key difference with the new IT architecture, however, is that these educational apps are built using standards adopted and managed by the educational community and would be connected into the educational enterprise IT infrastructure.
  • The rise of the MOOC illustrates how important innovations often happen outside of established channels: by faculty who, interested in innovation, put together their own technology solutions outside their college or university. This should be a wake-up call for the higher education community to do better. Enterprise IT organizations need to enable such innovation, not stand in its way.
  •  
    If we are to support students and faculty as connected learners and instructors, we must rethink our approach to academic technology architecture. At the foundation and core of that architecture is information technology, in its role as the strategic enabler of connected learning.
djplaner

From Creation to Curation: Evolution of an Authentic 'Assessment for Learning' Task - E... - 1 views

  •  
    Conference paper describing how a USQ under-graduate course has included an assessment item drawing on curation - one form of "PKM". Includes discussion of changes in the availability of information and Personal Learning Networks as parts of the rationale for the move.
anonymous

Are Courses Outdated? MIT Considers Offering ‘Modules’ Instead – Wire... - 0 views

shared by anonymous on 04 Sep 14 - No Cached
  •  
    Modules sound good as they do provide more choice and freedom, particularly in a time-strapped world, students could study sections at a time, however, will it result in too much fragmentation?
djplaner

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 0 views

shared by djplaner on 30 Aug 14 - No Cached
  •  
    Heutagogy arises from andragogy which in turn is an re-framing of pedagogy for adult learners. This paper links heutagogy and some of the tech associated with NGL and provides some advice about how to design courses based on this combination.
djplaner

Emergent learning and learning ecologies in Web 2.0 | Williams | The International Revi... - 1 views

  •  
    Draws on a range of theoretical perspectives to develop a framework for emergent learning ecologies that compares/contrasts prescriptive learning systems (standard education systems) with emergent learning networks (a more NGL approach). Argues that Web 2.0 and other technological advances make emergent learning much more possible. Draws on the work of Snowden, the gent from the Birthday Party story video from earlier on. Uses the framework to analyse various NGL type courses.
‹ Previous 21 - 40 of 69 Next › Last »
Showing 20 items per page