In 2020, people won’t be talking about online learning as such. It will be so integrated with teaching and learning that it will be like talking today about whether we should use classrooms.
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Home - Manage Citations with Zotero, Mendeley and EndNote - LibGuides at Portland State... - 0 views
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2020 Vision: Outlook for online learning in 2014 and way beyond | Tony Bates - 3 views
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Because academic content is almost all open, free and easily accessible over the Internet, students will not pay tuition fees for content delivery, but for services such as academic guidance and learning support, and these fees will vary depending on the level of service required.
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Lastly, and most significantly, the priority for teaching will have changed from information transmission and organization to knowledge management, where students have the responsibility for finding, analyzing, evaluating, sharing and applying knowledge, under the direction of a skilled subject expert. Project-based learning, collaborative learning and situated or experiential learning will become much more widely prevalent. Also many instructors will prefer to use the time they would have spent on a series of lectures in providing more direct, individual and group learner support, thus bringing them into closer contact with learners.
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written exams will have been replaced by assessment through multimedia portfolios of student work. These will show not only students’ current knowledge and competencies, but also their progression over time, and a range of equally important skills, such as their ability to work collaboratively, self-management of learning, and general communication skills. Assessment will be mainly on a continuous, on-going basis.
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Since content will be freely accessible, institutions’ reputation and branding will increasingly depend on the way they support learners. This will put much greater emphasis on instructors having good teaching skills as well as subject expertise.
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t will become increasingly difficult for institutions to protect student data and their privacy. This may turn out to be the biggest challenge for students, institutions, and government
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They will have lost students to more prestigious universities and high status vocationally oriented institutions using online and flexible learning to boost their numbers.
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This has been a common prediction for almost 20 years. It hasn't happened yet. Not to say it won't, but I'm not yet confident of the ability of the "fewer institutions" to effectively deal with the diversity and quantity of learners they are likely to get. Dealing with large cohorts of diverse students seems to be assumed to be easier than it actually is.
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I wonder if there'll be a separation of duties within multidisciplinary teams working together that include content specialists, media and design specialists, online teachers and classroom teachers all having collaborative but separate roles. It's becoming less and less practical for academics to think they can do it all.
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Success, personal learning plans, and multiple pathways in open courses | George Velets... - 0 views
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the learner is given more of that control. The instructors write: ”This course will experiment with multiple learning pathways. It has been structured to allow learners to take various pathways through learning content – either in the existing edX format or in a social competency-based and self-directed format. Learners will have access to pathways that support both beginners, and more advanced students, with pointers to additional advanced resources. In addition to interactions within the edX platform, learners will be encouraged to engage in distributed conversations on social media such as blogs and Twitter.” I like this because of the recognition that learners come to courses with varying needs/wants and that recognition influenced the design of the course.
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research has shown, that learners don’t know what they don’t know. A personal learning plan isn’t a panacea, which is why every course needs to include a diverse range of scaffolds and supports.
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Canadian university professor shares some initial thoughts on how he intends scaffolding student learning in his open course through the use of Personal Learning Plans. While I'm not going to mandate this in NGL this time around (next offering is perhaps another question). It's something you might like to explore for your own purposes. I'm a little intrigued by the idea of some open courses making a decision to offer multiple pathways through an open course. Shouldn't it be the learner that (is helped to) create their own path?
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The Singular Mind of Terry Tao - The New York Times - 1 views
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‘Terry is what a great 21st-century mathematician looks like,’’ Jordan Ellenberg, a mathematician at the University of Wisconsin, Madison, who has collaborated with Tao, told me. He is ‘‘part of a network, always communicating, always connecting what he is doing with what other people are doing.’
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Re-imagining school | Playlist | TED.com - 1 views
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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.
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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.
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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?
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Beyond the LMS - 0 views
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Notes and slides from a presentation entitled "Beyond the LMS" may have some interesting perspectives for those thinking about the need for "walled gardens" in high school (and elsewhere). There's a response to this that I'll share next. Audrey Watters - the author of this presentation - provides an interesting and through provoking perspective on all things educational technology. A useful alternative to some of the more common, but less critical perspectives.
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shared by debliriges on 11 Sep 14
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A New Architecture for Learning (EDUCAUSE Review) | EDUCAUSE.edu - 0 views
www.educause.edu/...new-architecture-learning
learning new architecture IT LMS highered mooc connectivism
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Most of the technologies and applications shown in Figure 1 are on campuses already. The problem is that they are not easily and
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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.
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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.
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Me as a teacher | The Weblog of (a) David Jones - 1 views
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Perhaps the biggest example of that that I think lectures suck. In fact, I have a dislike for most face-to-face teaching practices in a University context. I have – what Bali and Meier describe as – an affinity for asynchronous learning.
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rown to like the McWilliam’s (2009) idea of the “meddler in the middle” which is described a
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you might imagine, this doesn’t necessarily fit well with many of my colleagues, but it does mean I’m naturally inclined towards NGL.
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. For both courses I’m interested in questions like: How I can be a more effective “meddler in the middle”? What learning environment is going to be best engage students most effectively in NGL? For EDC3100 the challenge is scaling this to a course with 100+ students. For EDU8117 the challenge may be to be a bit more experimental in how it’s done. In both the challenge may be for me to break my limitations/conceptions and those of the institutional environment.
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is links to the point made by Goodyear et al (2014) Unless learning is very closely supervised and directed (which it rarely is), there will usually be some slippage between task and activity, for good and bad reasons. This is important to acknowledge, when designing, because what people learn is a consequence of their actual activity, and therefore only indirectly a result of the task set for them. Tasks are designable, activities are not – they are emergent. (p. 1
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Just how much is needed?
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n his post “as teacher” Brendon, one of the other NGL participants, mentions Sugata Mitra’s work and the idea of students being “able to develop their own connections and learning without … explicit teaching”. Brendon identifies as a key challenge for schools the task of developing (or perhaps unleashing learner’s inherent ability to be) “self-directed and inquisitive learners”. For both my courses I see this as the main aim and the main challenge.
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Sorry, but Mahara still doesn’t compete with WordPress (or any other of numerous freely available online alternatives). In reflecting on her “as teacher” Anne relates a similar story around one school’s pilot program with Microsoft where each student has their own tablet device “but the device is not able to be taken home”
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What do I want to do?
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Goodyear et al (2014) pick up on the term affordance as both important, but also as “a term that is also very widely critiqued and contested” (p. 137). The idea is that particular technologies afford different possibilities dependent on people’s perceptions of a technology. But an affordance isn’t a single set of possibilities seen by every person. Taking what Goodyear et al (2014) describe as a “relational-materialist” the idea of affordance becomes much more complex and emergent.
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My contribution to an activity I'm currently adding to the week 3 material. Meant as an example. Still to be 100% completed.
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Hi David Could you please indicate how you would mark this? Both overall, and with regards as to how each of your examples meet the criteria? Would I be correct to assume that this is exemplary? I'm somewhat uncertain as to how to interpret the marking criteria. Thanks Laura
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iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views
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previous Blog post
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r 8 Humanities class and also my Yr 12 ITS classes
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Flappy Golf
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poll.
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Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
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I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
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“Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
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learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
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it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
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We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
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“transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
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Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
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The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
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When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
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“It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
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Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
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sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
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I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
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‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
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“We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
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learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
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ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
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Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
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Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
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sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
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We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
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earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
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tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
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Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
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Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
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“Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
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online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
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“Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
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Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
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Can a test measure your imagination skills? | ideas.ted.com - 0 views
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there is growing evidence that the capacity for imagination is tied to something called the “default mode network,
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Universities, businesses and government agencies all compete for cognitive “talent,” and they frequently rely on intelligence testing to help them find it. Meanwhile, the evidence that intelligence testing may not work as advertised has been growing
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you have to think of intelligence — when defined as problem-solving ability — not as a singular quality but as a spectrum. On one end is deductive, rules-based reasoning and on the other is imaginative, possibilities-based improvisation
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our apparently mindless moments are actually humming with cognitive activity. Instead of letting moments of free time slip away, they say, our brains “capitalize on them to consolidate past experience in ways that are adaptive for our future needs.”
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Like any human performance metric — IQ, LSAT scores, batting averages — the imagination quotient is intended to predict a competitive advantage
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“If you have an imaginative capability to envision future possibilities, alternatives and scenarios — that’s going to be predictive [of success] across the board,” he says.
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Albert Einstein said: "Imagination is more important than knowledge." Hopefully there would be more scope in future educational systems to measure those skills. Can imagination be measured in all subjects? In the visual arts, I certainly think it could. Even just from observation in my art classes, it doesn't take much to see which students can "think for themselves" and come up with intelligent solutions to creative problems.
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http://www.acode.edu.au/pluginfile.php/572/mod_resource/content/1/ACODE%2064%20digital%... - 1 views
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Chapter 3. A Typology of Social Forms for Learning - 5 views
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In brief, the evolved form illustrates three kinds of aggregation of learners in either formal or informal learning: groups, networks, and sets. We originally conflated sets with a further emergent entity that is not a social form as such, which we have referred to as the collective
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the tutor can respond directly to questions, adapt teaching to the learner’s stated or implied reactions, and the learner can choose whether to intervene in the course of his or her own tuition without contest with others (Dron, 2007
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one-to-one dialogue represents an “ideal” form of guided learning, at least where there is a teacher who knows more than the learner and is able to apply methods and techniques to help that learner to learn
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t continues to play an important role in network forms of sociality because of the essentially one-to-one edges between nodes that lead to what Rainie and Wellman (2012) refer to as “networked individualism”—
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However, one of their defining characteristics is that their members are, in principle and often in practice, listable.
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People may be unaware that they are part of a set (e.g., people with a particular genetic marker), or they may identify with it (e.g., people who are fans of football or constructivist teaching methods).
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In my context "as teacher" - helping other academics learn how to learn online - the Set may be one of the missing considerations in staff development. i.e. all of those people teaching huge first year university courses could be said to belong to a set. Yet there is - at least at my institution - very little sharing/engagement/learning within this set. Most of it occurs within their group (e.g. the school of education) even though chances are that someone teaching a large first year education course has more to learn from someone teaching a large first year accounting course than from someone teaching a Master of Education course with 12 people in it.
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Group-oriented systems tend to provide features like variable roles, restricted membership, and role-based permissions. Network-oriented systems tend to provide features like friending, linking, and commenting. Set-oriented systems tend to provide tools like topic- or location-based selections, tags, and categories.
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