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Randolph Hollingsworth

The MOOC Guide, moderated by Stephen Downes - 0 views

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    The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute. If you participated in a MOOC, add a paragraph describing your experience (you can sign your name to it, so we know it's a personal story). If you know of resources or can add information about an element of MOOC theory, add to or edit the text that already exists. If you know of tools, provide a link to the tool, a short description, and your assessment of the tool. If you have a tip, add the tip. In order to participate, please email or message your contact details, and we'll you to the list of people who can edit pages. Send your request to stephen@downes.ca
Randolph Hollingsworth

MERLOT - Multimedia Educational Resource for Learning and Online Teaching - 0 views

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    Community of scholars offering access to their originally created learning materials, creating their own personal collection of materials from the database, serving as peer reviewers of submitted materials and working together to improve the culture of sharing good materials for learning and teaching.
Randolph Hollingsworth

University of The People - 0 views

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    Peer-based online university - relatively free (small fees for registration and exit exams). Small groups of peers work with scholars in 10 week sessions with explicit expectations for students to work together as they learn.
Randolph Hollingsworth

FERPA and Social Media | Faculty Focus - 0 views

  • FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public.
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    Great approach to helping instructors understand some basic issues of student privacy and the role of social media. This kind of argument might encourage people to assign the use of (and contribution to) open educational resources. "FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public."
Randolph Hollingsworth

Open Learning Design Studio's MOOC funded by JISC: "Learning Design for a 21st Century ... - 0 views

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    9 week free, open and online course designed for higher ed community but may also be of interest to secondary educators or home schoolers. Expecting people to dedicate 3-10 hrs a week starting January 10 and running through March 13, 2013.
Randolph Hollingsworth

MOOCs Fail Students With Dark Age Methods - 0 views

  • Some can lecture, some think they can lecture and other are just terrible at it.
  • However, we should not pretend that is is optimal even when it works.
  • If there is an idea inside the expert's head of how something works, programming or probability say, then there are graphics, usually animated graphics, that can present the core of the idea better than simply talking about it ever could. The problem is that it can be difficult to get right and this makes it expensive. You can transfer the abstract understandings inside an experts head much more effectively using interactive simulations of the fundamental mechanisms than by using only words. Once transferred, the words that surround it help make the whole thing clear and asking a few questions that are difficult if you don't understand and easy if you do provides the diagnostic.
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  • As programmers, our challenge is to create the tools for the job. Interestingly the tools are the same ones we already use to create games. They only require to be augmented with some smart diagnostics.
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    Mike James urges programmers to adapt gaming techniques to allow the regular-Joe academic expert to include a simulation quickly and easily into a learning experience (instead of videotaping them as they present it via words or pre-produced visuals)
Randolph Hollingsworth

SOPHIA - Free Social Teaching and Learning Network focused solely on education - 0 views

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    "social teaching" initiative with peer reviewers to identify the best teachers for any concept who then put their instruction for that concept online as "learning packets" for use by anyone free of charge - universities will be able to privatize parts of it to attach to student IDs and track progress for a fee - Capella Education has invested in this initiative also, http://chronicle.com/blogs/wiredcampus/social-teaching-company-gets-buy-in-from-capella-education/29466?sid=wc&utm_source=wc&utm_medium=en
Randolph Hollingsworth

OLnet OER Research | Scoop.it - 0 views

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    Resources of interest to the Open Learning Network project - curated by OLnet Team
Randolph Hollingsworth

Why Some Elite Colleges Give Away Courses Online - The Chronicle of Higher Education - 2 views

  • is there evidence of their learning effectiveness? A. That's part of what makes the OLI [Open Learning Initiative, based at Carnegie Mellon University] so unique, is that built into the environment itself, that accomplishes the teaching, is the mechanism for assessment. ... They have given a control group and a variable group the same final, and found that the students using OLI aren't hurt in the slightest by not having had the same level of in-person instruction—that the system did just as well, if not better, at teaching them this material. ... Beyond those two studies, there really hasn't been a systematic appraisal of learning outcomes based on openly available material writ large. No one disputes that these open-courseware initiatives have done much good. But it's impossible, with the currently available data, to determine how much good.
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    Article by Marc Parry on Unlocking the Gates (Princeton University Press), a new book by Taylor Walsh, is a research analyst with Ithaka S+R, the research division of the nonprofit Ithaka consulting group, which supported the project together with the William and Flora Hewlett Foundation.
Randolph Hollingsworth

Policy and Digital Rights : n m c : Learning Object Initiative - 0 views

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    …national or institutional policies, rules, and practices that encourage or inhibit the development of learning objects and repositories…
Randolph Hollingsworth

Free Technology for Teachers: Free 33 Page Guide - Google for Teachers - 0 views

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    Goggle does more than offer search tools, maps, online docs or spreadsheets for collaborative writing and figuring - it can also offer online quizzes, map placemarking, embedding books in your blog, and more!
Randolph Hollingsworth

Free mgt tool for backchannel - no accounts needed - TodaysMeet | Teach Gen Now - 0 views

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    TodaysMeet - a free online tool to allow for real time online conversations in a closed room with no ads - even good for primary grades. This review also shows examples with pix
Randolph Hollingsworth

Academic Earth | Online Courses | Academic Video Lectures - 0 views

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    Courses and online degrees compiled from a wide variety of universities where videotaped lectures are freely available.
Randolph Hollingsworth

The Rise of MOOCS - CAMPUS TECHNOLOGY August 2013 - 0 views

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    The MOOC Business Plan- With millions of students taking high-quality MOOCs for free, schools and course providers are searching for a viable business model. Editorial: MOOC Shake- MOOCs will change higher education radically, but not in the way we expect right now. Assessment Tools for MOOCs- As MOOCs are made available for credit, scalable assessment options are essential. Building a Sense of Community in MOOCs- Massive class sizes can breed feelings of isolation, but they also enable more student interaction. Blended MOOCs: The Best of Both Worlds?- Combining in-class instruction with high-quality MOOCs may resolve some of the hurdles facing xMOOCs, but questions about cost and the impact on faculty remain unanswered. Watch video: Catheryn Cheal, AVP and senior academic technology officer at San Jose State, discusses how the school adapted a course for use in a blended MOOC. The Rise of MOOCs… What does it mean for higher education? Watch video: Cathy Sandeen, VP of education attainment and innovation at ACE, talks about the potential of MOOCs to increase the number of Americans gaining a post-secondary degree. cMOOCs: Putting Collaboration First- Alternative MOOC models are fostering creativity and collaboration with peers. How to Convert a Class Into a MOOC- The sheer size and diversity of the student body in a MOOC require a new approach to teaching. C-Level- The role of MOOCs in learner-initiated learning. MOOC News & Analysis- Georgia Tech's MOOC Degree
Randolph Hollingsworth

Engaging with Massive Open Online Courses - research study about engagement patterns - 1 views

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    Ashton Anderson and Jure Leskovec (Stanford) Daniel Huttenlocher and Jon Kleinberg (Cornell) re Coursera students' activities/user rates: "engagement taxonomy" 5 different categories based on student interactions with the platform (http://www.openeducationeuropa.eu/en/news/mooc-study-creates-new-taxonomy-engagement): Bystanders are registered for the course, but their total activity is below a very low threshold. Collectors primarily download lectures, but don't participate much. Viewers watch lectures, handing in few if any assignments Solvers hand in assignments for a grade, viewing few if any lectures All-Rounders balance the watching of lectures with the handing in of assignments QUESTION: what about the way-finders - those who help create signposts for others to follow as learners navigate the course? or the web-makers - assisters/facilitators who help craft communities among learners?
Christopher Rice

Should Class Blogs Be Private or Public? | HASTAC - 1 views

  • (2)  Intellectual property.  In the documentary I mention above and in just about all of the other work in my class, we discuss IP issues--and then claim fair use for the materials we borrow from within the class.  We talk about Creative Commons and other forms of share-alike licensing.   But then we often disregard those rules in the creation of the class student-produced materials.  By that I mean, there are images and audio that are attributed, of course, to those who created them but nonetheless used in the production intended for our class and for pedagogical purposes only that would require fees and legal agreements were they distributed beyond the walled off class project.   We are at such a strange moment in the history of intellectual property, with everything changing and no one quite knowing what they want or why since the business model of so much online property remains in flux.  I want my students to understand the IP issues--but I don't want their intellect and imagination fettered by it.  
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    Interesting look at using private class blogging as a means for learning about IP and copyright.
Randolph Hollingsworth

The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project - 0 views

  • When we are evaluating a tool, we evaluate it against its design specifications; mathematics and deduction tell us from there that it will produce its intended outcome. It is only when we evaluate the use of a tool that we evaluate against the actual outcome. So measuring drop-out rates, counting test scores, and adding up student satisfaction scores will not tell us whether a MOOC was successful, only whether this particular application of this particular MOOC was successful in this particular instance.
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    Read the full text - download available. Issue is MOOC as a "tool" for educators and learners, not as an end in itself - so assessment strategies must be above and beyond test scores, satisfaction and completion rates.
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    Don't get seduced by retention/persistence rates - it's about the design principles, stupid!
Randolph Hollingsworth

Forms of Assessment - 0 views

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    Great article (published online 2010) with easy access to various components of each method: description, indications when to use it, contra-indications, special precautions, notes
Randolph Hollingsworth

JOLT - Journal of Online Learning and Teaching - 0 views

shared by Randolph Hollingsworth on 17 Feb 13 - Cached
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    Published by MERLOT, CSU Chancellor's Office
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