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Theoretical foundations of learning environments first ed / edited by David H. Jonassen... - 2 views

learngen.org/...S_OF_LEARNING_ENVIRONMENTS.pdf rhizo14 theory learning student-centered
shared by Scott Johnson on 25 Mar 14 - No Cached
  • Scott Johnson on 25 Mar 14
     
    Second Edition (2012) available from Routledge Preface This book is about the learning theories that provide the foundation for the design and development of open-ended learning environments (defined in Chap. 1). During the 1990s, we have witnessed a convergence of learning theories never before encountered. These contemporary learning theories are based on substantively different ontologies and epistemologies than were traditional objectivist foundations for instructional design. This book is intended to provide an introduction to the theoretical foundations for these new learning environments for instructional designers, curriculum specialists, mathematics and science educators, learning psychologists, and anyone else interested in the theoretical state of the art. Edited April 8/14 by Scott J. Dropped the chapter list and replaced with a sample from the section on self-directed learners: Self-Directed Learning and Self-Regulation Theory Chapter 11 Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill "As indicated throughout this chapter, learning is "strongly influenced by setting, social interaction, and individual beliefs, knowledge, and attitudes" (Dierking, 1991, p.4). This is particularly important to keep in mind while turning attention to the individual within the learning community. While there is often a focus on the collective that is the learning community, individuals are the foundation that enable the community to form. Two theories can help guide our understanding of how to support learners within the context of a learning community: self-regulated and self-directed learning. Self-regulation encompasses a variety of individual characteristics, including self-efficacy, motivation and metacognitive skills. Each characteristic has been studied to various extents (see, for example, Lim & Kim, 2003; Oliver & Shaw, 2003; Song & Hill, 2009), with the majority of the studies indicating that all
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Five myths about Moocs | Opinion | Times Higher Education - 0 views

www.timeshighereducation.co.uk/...2010480.article MOOC downes OLDaily Laurillard
shared by Cris Crissman on 14 Feb 14 - No Cached
  • Cris Crissman on 14 Feb 14
     
    I'll preface with Stephen Downes's commentary in Feb 14 OLDaily. His question about what kind of undergraduate degree is needed for today and the future and how we might best prepare students has #rhizo14 all over it ;-) This came out about a month ago but according to my logs I haven't mentioned here yet, so here goes. First, let me quote Laurillard's five myths: the idea that 'content is free' in education that students can support each other that Moocs solve the problem of expensive undergraduate education that MOOCs address educational scarcity in emerging economies that Education is a mass customer industry The essence of her criticism is that "a course format that copes with large numbers by relying on peer support and assessment is not an undergraduate education... it requires personalised guidance, which is simply not scalable in the same way." I think we both agree that MOOCs - even cMOOCs - are not an undergraduate education. The question, though, is broader. Is an undergraduate education what we need in order to meet the social and economic challenges of the day? If we started our students off differently, could they succeed in a technology-rich environment wihtout the need for so much personal attention and hand-holding? A lot rides on the answer to this question. And the MOOC - even the xMOOC - is an attempt to look at some possible answers.
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When Meta-MOOC Meets Wiki: Transforming Higher Education - #FutureEd - Blogs - The Chro... - 1 views

chronicle.com/...-transforming-higher-education higher education
shared by Cris Crissman on 23 Jan 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 23 Jan 14
     
    Meta-MOOC organized by Hastac and led by Cathy Davidson of Duke
  • Vanessa Vaile on 23 Jan 14
     
    sorry I missed that one but I'm enrolled in History and Future of (Mostly) Higher Education -- starting so (too!) soon, January 27
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Clay Shirky Comes Not to Praise Education, but to Bury It | Inside Higher Ed - 2 views

www.insidehighered.com/...s-not-praise-education-bury-it shirky education higher ed
shared by Cris Crissman on 03 Feb 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 03 Feb 14
     
    Fascinating conversation on higher ed and how it may or may not be changing . . .
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Wanna do a cMOOC? | doublemirror - 5 views

mdvfunes.com/...wanna-do-a-cmooc
shared by Heli Nurmi on 20 Mar 14 - No Cached
  • Matthias Melcher – he made it so easy to follow everyone’s blogs
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      That was a huge contribution Matthias made to help tie Rhizo14 together. Although later in the course, when it became impossible for me to keep up with all the blog posts, I opted for the narrower conversation on Facebook as my link - even that subset exceeded my capacity
  • power is not due to the technology or its design, but to the actual people involved
    • wayupnorth
      wayupnorth on 20 Mar 14
       
      strongly agree - although the ds106 assignment bank is an outstanding design element
  • So, when I did DS106 as a course for the first time in 2013, life was already set up in such a way that I could give it my full attention.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This helps understand the author's perspective. Not everyone in an open online course shares that life-setup. Many are trying to squeeze learning into the varying cracks between other overlapping committments.
  • ...15 more annotations...
  • So, what was Rhizo14 setting out to create? A one of what? Stephen uses his own courses as an example
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      I have a great deal of respect for Stephen, and enjoyed his talk at Vlaencia (referenced in this blog) immensely. It seemed to me though, that he was explaining a landscape rather than prescribing a recipe for a MOOC. Might it be better to examine Rhizo14 in light of what Dave Cormier says about it, rather than force it to be scrutinized through the lens of questions raised by Steven Downes' lecture? Dave Cormier at MIT "MOOCs as a selfish enterprise" https://www.youtube.com/watch?v=Smt8lsPU_Mo If any "making one" objective(s) existed in Rhizo14, it(they) would be very subjective. Dave says he threw a party to see if anyone would come. I certainly participated as part of my process of "becoming", but without conciously adding "...one of X". I just know by experience that by "hanging out" with groups like this, I am able to do interesting things in teaching that I had not deliberately set out to learn (and I borrow that articulation from Dave Cormier), so from time to time I keep engaging with communities and courses that interest me. Some others have expressed or evidenced more clearly defined objectives - academic research, webtool development, and building a PLN are some examples.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree with you that Dave is defferent from S.D. and rhizo should be described with Dave's terms
  • If my need for inclusion had been high, then I think I would have felt excluded from what some called Rhizo14FB.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This again gives us insight into the writer's perspective. It is a valid attitude, but important to recognize. Consciously looking through the same lens will keep a reader who experienced Rhizo14 differently from too easily dismissing parts of the critique that do not resonate with herm.
  • They did what humans do so well in new situations: gather in their tribes and by definition exclude those not in their tribe, or try to ‘convince’ those outside ‘it’ to join it;
  • batting the ideas back and forth in order to win the game.
  • The design of Rhizo14, I have to assume, is the current state of what Dave as an educational technologist believes works for massive open online courses.
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      After listening to Dave Cormier, I have to challenge this assumption. What I hear from him suggests that Dave is very much aware that he is still trying to find out what "works".
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I thought that rhizo14 was Dave's first try to facilitate a MOOC his first own experiment
  • diversity was managed out through a group dynamic that excluded what the majority did not approve
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I agree = saw this happen, all norms are not written, they can be strong without it
  • I did not see much by way of supporting the importance of diversity in action rather than theory.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      very true in my eyes too
  • people left and may have been silenced by a vocal minority
  • gossiping about other participants
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      and this still praised as a good strategy - a year after the end of the studies
  • but Rhizo14 as an experiment on the future of higher education as a whole is not what the originators intend
    • wayupnorth
      wayupnorth on 21 Mar 14
       
      This critique of Rhizo14 accuses it of not producing what it was not intended to produce. Seems a bit like criticizing an alligator because, while it has great hide, it makes an unsatisfactory mount since it was never intended to be a horse. I understand the author's dissatisfaction with the course. Rhizo14 neither met expectations nor satisfied any personal objectives. A dissenting opinion eloquently expressed is very valuable. The underlying tone of the post, however, carries a distinctly subjective disapproval or dismissal of anyone who has received satisfaction in their own experience in Rhizo14. The author speaks repeatedly of observing attempts to silence or marginalize those who did not buy into the opinions of the majority. Yet the author engages in a similar tactic against possible critics.
    • anonymous
      anonymous on 21 Mar 14
       
      I hope that after my comment on my blog this feeling has eased in you. I absolutely did not intend to disapprove or dismiss any individual. I disagree with some of the choices made in design and educator intervention precisely because I feel they closed down the possibility of having a space where multiple perspective could be held openly without the need for filtering through an agree/disagree frame. This led to people who we could all have learnt from leaving and I was sad about this. Also - just for clarity I was not at all dissatisfied with the course. It was set up as an experiment and I love experiments. I was dissatisfied with our human inability create more silence and space for listening and the compulsive drive to talk. Nick put it beautifully in his blog: "that kind of dialogue. It is a way of being that one has to learn, but seems to me to be integral to what we might call "deep" learnign. The word retreat is interesting, one of the first pre-requisites of that dialogue is to shut up and listen. Online you are largely characterised by the noise you make, the text you generate. Silence online transmutes to a lack of presence, and described as "lurking". Lurk has too many negative associations to be reframed. But we do have the right to remain silent! Another issue, as you observe, is that dialogue is not transactional, but online interaction does very often seem to devolve to that kind of behaviour…" http://avisodemiranda.wordpress.com/2014/02/14/marram-grass/ I chose to create the space I needed for learning and this may be meant I chose 'no intervention' when intervention may have benefitted us all. I need to take time to reflect on this. I will leave it here for now, let's see if this is a space for us to engage before I spend any more time here :)
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      Mariana speaks so well but why it is so challenging to hear, I am wondering after reading these notes
  • what he created with CCK08
  • own work in self-managed learning
  • I recognise this clearly from my
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I recognise this too and this reminds the storming phase of group process. You must be strong as a facilitator to receive all the complaints. It is a normal phase as long as education is in movement
  • You were definitely the right kind of ‘one’ if you believed in emergence, non-linearity, poetry and art rather than theory and explanation.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      you said that better than I could, thanks
  • to connect with ‘old MOOC friends’ no mention of rhizomes of the metaphorical or garden variety.
    • Heli Nurmi
      Heli Nurmi on 07 Mar 15
       
      I belong to this group
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The political economy of MOOCs - 0 views

networkedblogs.com/SWn7t
shared by Jaap Bosman on 17 Jan 14 - No Cached
  • Jaap Bosman on 17 Jan 14
     
    The question is whether we have any way of breaking this circle of neoliberal encroachment into higher education where politicians (and many academics) pay lip service to inclusion and widening access and equal opportunities, while at the same time cutting funding and pushing the cost to end users.
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No! You should not do DS106 | doublemirror - 0 views

mdvfunes.com/...no-you-should-not-do-ds106 ds106 uncertainty mooc rhizomatic rhizo14
shared by Jaap Bosman on 28 Jan 14 - No Cached
  • What have you changed you mind about recently and why?
  • the greater the tension, the greater is the potential. Great energy springs from a correspondingly great tension of opposites
  • DS106 subscribes to what Cormier calls ‘community as curriculum’
  • ...5 more annotations...
  • depending on one’s pedagogical position, one can argue about feasibility and validity of knowledge created within a community
  • Yes, it takes a particular kind of learner to engage with the mythology of DS106 and understand that the learning is in the engagement.
  • The psychology of creativity involves a great deal and as the new self appointed DS106 Headless Shrink I hope to bring some of that capability into the collective.
  • Some see this interactional pattern and have accused DS106 of being cult. I
  • [but] the vast majority of the rest of them will just keep blindly following one superprofessor messiah after another, thinking that they’re learning something important about life when in fact what they’re really doing is helping the enemies of higher education keep more people from ever becoming enlightened at all. ‘
  • Jaap Bosman on 28 Jan 14
     
    the real headless mooc
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I Will Not Let An Exam Result Decide My Fate||Spoken Word - YouTube - 0 views

www.youtube.com/watch higher education
shared by Cris Crissman on 23 Jan 14 - No Cached
  • Cris Crissman on 23 Jan 14
     
    Cross-fertilization from DL MOOC. Thx to James Kerr for sharing. Powerful spoken word on the irony of assessment/grading.
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