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Ian Woods

Why MOOC Engagement is So Hard « Ponderances of Steve - 0 views

sleve.wordpress.com/...why-mooc-engagement-is-so-hard

shared by Ian Woods on 28 Sep 10 - No Cached
  • Produce a field guide to the area and make it freely available to others
  • Your blog can serve as a public repository for notes to yourself. Those notes will document the insights and conclusions of all your travels through the field, and perhaps even your frustrations
  • Blog because you learn better with it. By reporting your struggles to learn the material, you learn better. By summarizing, reviewing and debating the ideas of the course, you learn better. By writing for an audience, you write better and thereby learn better. By making your journey open through the use of blogs and forum comments, you not only serve others, but you also do the extra work of sense making that leads to deeper integration of the materials.
  • ...2 more annotations...
  • We teach best what we most need to learn. — Fritz Perls
  • So why is a MOOC so hard? Because it breaks all of our expectations about what is supposed to happen in a class. We are asked to transform from the passive role of student to the more active role of self-directed learner. Our new role makes us ever more responsible for our own learning, in a way that might just expose us and make us appear silly. That is a daunting undertaking, even for the most web-savvy students. The good news is that you can’t really fail, unless you apply the old rules to the new situation. Survive a MOOC and you’ll come out of it a better person. Thrive in it and you’ll come out a better leader.
  • Lindsay Jordan on 28 Sep 10
     
    Steve LeBlanc on the importance of exposing ourselves and risking feeling silly
Heinz Krettek

5 points about PLEs PLNs for PLENK10 @ Dave's Educational Blog - 0 views

davecormier.com/...ts-about-ples-plns-for-plenk10

ple plenk2010 blog week1 PLN Cormier

shared by Heinz Krettek on 13 Sep 10 - No Cached
  • POINT 1. The PLE differs from the general usage of the LMS in that it is not course focused, but rather focuses on the learning the student is doing over the length of their learning journey. By extension it tends to allow for the student to control the way their own work is organized.
    • Niklas Karlsson
      Niklas Karlsson on 16 Sep 10
       
      Is it not possible to workwith the concept PLE, PLN inside trad. school system?  Is it possible to help the students to create a PLE even if they are focused on courses?
    • Terry Elliott
      Terry Elliott on 16 Sep 10
       
      Maybe a 'portfolio' is a proto-PLE?
    • Heinz Krettek
      Heinz Krettek on 01 Jan 11
       
      Does proto-PLE mean that a portfolio is a part of PLE or a preliminary stage? 
  • My problem lies in the double trouble that exists around ‘telling’ someone that this is going to be their personal space, and the other is around the idea that TIME is very short in most courses, too short, really, to create a ‘network’
  • How do we know that any learning happened? How can we possibly organize all the work that students are doing so that they can find each other’s work and so that I, as an instructor, can review all their work? These (and many more) are some of the difficult practical issues around the PLE PLN in the classroom. In the course I linked to in the last section, I put the onus on the students to copy/paste a link to each of their blog posts, to important comments they had made structuring other people’s work (one of our students or not) and important connections that they had made between the information/knowledge we were covering and their experience during the course.
  • ...2 more annotations...
  • PLEs are (to me at least) the ecologies within which PLNs operate
  • POINT 3 PLEs need not be supported by educational institutions
    • Heinz Krettek
      Heinz Krettek on 01 Jan 11
       
      Why do students don't use a ple without assessment pressure?
  • Chris Jobling on 13 Sep 10
     
    From facilitator Dave Cormier -- "The concept of the Personal Learning Environment in all of its wondrous forms has been one that I've struggled with over the last four or five years that I've been familiar with it. I'm very excited to be taking part in the PLENK10 course in order to take the time to focus on these ideas and get a clearer sense of what I mean by the word. I would add, that I think this is one of the central values of an open course… it provides the opportunity to bring clarity to a subject in a field… even if we end up with different clarities"
Chris Jobling

Learning By Doing - CogDogBlog - 0 views

cogdogblog.com/...comment-page-1

plenk2010 ple example learning by doing eigencourse

shared by Chris Jobling on 13 Sep 10 - No Cached
  • Chris Jobling on 13 Sep 10
     
    A contribution to PLENK2010 from Alan Levine's CogDogBlog in which Alan wonders if his experience in using the informal setting of the Flickr 366 photographs group and Daily shoot has helped him learn to be a better photographer. Presents a review of an article from Hacker Monthly which introduces the notion of an "eigencourse": I'll need to seek that out!
  • Chris Jobling on 13 Sep 10
     
    I left the following comment on Alan's post -- "According to Google The prefix eigen is the German word for innate, distinct, self (en.wikipedia.org/wiki/Eigen). In this context, the latter meaning might be most appropriate: an eigencourse is the presumably a "self course" or possibly an autodidactic course. It could also mean a self-tailored course as well I suppose." I know eigen from the linear matrix algebra concepts of eigenvectors and eigenvalues where the prefix means "distinct" or "characteristic@".
Chris Jobling

PLENK 2010: Just Like 'Watching Football' - 0 views

etcjournal.com/...e-watching-football-plenk-2010

plenk2010 ple vle week1 readings summary curation mooc analogy football

shared by Chris Jobling on 16 Sep 10 - No Cached
  • Chris Jobling on 16 Sep 10
     
    Nice summary of the first week's readings and discussion by Stefanie Pike, Educational Technology and Change Journal.  "Both the discussion and readings helped me to refine my understanding of both concepts. To me, the term personal learning network refers to processes and structures within the personal learning environment. Another personal learning outcome is my new awareness of the importance of "curation" in online classes, an issue I have not yet thought about. A great deal of discussion time was dedicated to the problem of curation, that is, how to make the results of a forum or live discussion available without having to read through all comments. Dave Cormier and the participants vented different ideas and approaches - from structuring the process of curation in a wiki and using word clouds like Wordle and visualizations like concept maps to discourse analysis and approaches from computational linguistics. "Stephen Downes encouraged participants to be selective in their attention and activities within the class. "Think of it as football.  People do not stop watching football just because they cannot watch everything!" I wonder if Stephen was talking about american football or soccer? In soccer you just watch the player with the ball.
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