Group items tagged

Description by Grainne Conole of mapping eLearning tools or initiatives to pedagogical frameworks.

Grainne Conole proposes 12 dimesions for better classification of MOOCs. the degree of openness, the scale of participation (massification), the amount of use of multimedia, the amount of communication, the extent to which collaboration is included, the type of learner pathway (from learner centred to teacher-centred and highly structured), the level of quality assurance, the extent to which reflection is encouraged, the level of assessment, how informal or formal it is, autonomy, and diversity. She then evaluates five example MOOCs against these dimensions.

Grainne Conole on PLE vs VLE. Not sure I agree with her on the PLE/VLE dimension. I can have a PLE and still have part of that located in a VLE.

In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop 'schema' or approaches to thinking about how we can best harness the benefits these new technologies confer.

One of the activities we are currently all engaged with is mapping our existing curriculum design processes and developing a baseline document of curriculum design which we can use as a benchmark of progress achieved on the projects. A key issue for all of us is how to represent curriculum design - what representations might be useful, for what purposes and for whom?