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Keith Hamon

The Wild World of Massively Open Online Courses « Unlimited Magazine - 1 views

  • “There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”
    • Keith Hamon
       
      This is perhaps the practical heart of Connectivism: that the world is networked and that the learner is at the center of their own personal learning network.
  • “At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
    • Keith Hamon
       
      PLNs must have filters and aggregators to help us manage the massive flow of information in MOOCs.
  • Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
    • Keith Hamon
       
      Validation remains a very sticky issue for online learning and for PLNs. However, I'm not sure the resolution will be to find a method for online validation, redefinition of validation, or a mixture of both.
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  • It’s a question that proponents of online education continue to grapple with. Even if a student in an open course gains from their experience, there is no guarantee that the boss, or a potential employer, will recognize their learning without a certificate or other official, institution-approved record to prove it.
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    With advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
Keith Hamon

Open for Learning: The CMS and the Open Learning Network | in education - 1 views

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    The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of 1 the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.
Keith Hamon

How to Create Excellent Courses with Open Education Resources | online learning insights - 0 views

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    Open Educational Resources abbreviated as OER, are openly formatted and licensed documents and media accessed on the Web that are useful for teaching, learning, education, assessment and research that anyone can openly use and reuse, without charge.
Keith Hamon

Open Educational Resources And The Personal Learning Environment - 0 views

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    A slideshow about open educational resources and what that means.
Thomas Clancy

MOOCs, Large Courses Open to All, Topple Campus Walls - NYTimes.com - 0 views

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    Massive Open Online Course -- still intend to do something of this nature for the final year of our QEP program 2012-2013.
Keith Hamon

Reflections on open courses « Connectivism - 0 views

  • MOOCs reduce barriers to information access and to the dialogue that permits individuals (and society) to grow knowledge.
    • Keith Hamon
       
      We have yet to truly explore this reduction of barriers to information access, but it is emerging before our eyes. When lectures by Nobel-prize physicists and writers are online for free, then what do we local physics and English teachers have to offer our classrooms? We need to think through that.
  • Knowledge is a mashup. Many people contribute. Many different forums are used. Multiple media permit varied and nuanced expressions of knowledge. And, because the information base (which is required for knowledge formation) changes so rapidly, being properly connected to the right people and information is vitally important.
    • Keith Hamon
       
      This captures nicely the shift from learning as a solitary activity within the individual mind to learning as a networked, interconnected activity within a personal learning network.
  • MOOCs share the process of knowledge work – facilitators model and display sensemaking and wayfinding in their discipline. They respond to critics, to challenges from participants in the course. Instead of sharing only their knowledge (as is done in a university course) they share their sensemaking habits and their thinking processes with participants. Epistemology is augmented with ontology.
    • Keith Hamon
       
      Online, our knowledge-making becomes explicit, and we shift from traditional teaching methods back to older apprenticeship methods. We let our students see us struggle to create new knowledge out of data and experience.
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    • Keith Hamon
       
      This suggests some of the new kinds of value that teachers can bring to their local classes.
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    Siemens' thoughts about the impact of open courses on learning and the Academy.
Keith Hamon

CK12.ORG - FlexBooks - 0 views

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    Open source textbooks for K12.
Keith Hamon

Pranav Mistry: The thrilling potential of SixthSense technology | Video on TED.com - 0 views

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    At TEDIndia, Pranav Mistry demos several tools that help the physical world interact with the world of data -- including a deep look at his SixthSense device and a new, paradigm-shifting paper "laptop." In an onstage Q&A, Mistry says he'll open-source the software behind SixthSense, to open its possibilities to all.
Keith Hamon

Online Educational Delivery Models: A Descriptive View (EDUCAUSE Review) | EDUCAUSE.edu - 1 views

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    Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago-a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course online.2 Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California-Berkeley, and others have thrown their support-in terms of investment, resources, and presidential backing-behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.
Keith Hamon

eLearn: Feature Article - E-learning 2.0 - 1 views

  • Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
    • Keith Hamon
       
      Open content is one reason we prefer Google tools over Blackboard or Moodle, both of which are closed systems that restrict access to content.
  • In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
    • Keith Hamon
       
      QEP wants to join this network, adding its smaller class networks to the larger network, thereby enriching both.
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Keith Hamon
       
      Student blogging is still one of the more significant strategies for encouraging students to use writing as a tool for learning and communicating.
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  • What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
    • Keith Hamon
       
      This shift from medium to platform is key to understanding writing in Web 2.0 as opposed to writing in print for it radically shifts the relationships between writer and subject and writer and reader.
  • learning comes not from the design of learning content but in how it is used
    • Keith Hamon
       
      This is a radical shift away from the activity of the teacher to the activity of the students.
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    E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
Keith Hamon

Marc My Words: Thinking About Mobile Learning in the Age of iPad by Marc J. Rosenberg :... - 2 views

  • We focused on providing just-in-time resources, in the context of work situations not easily predicted, rather than longer duration, more tightly targeted and structured instructional programs.
    • Keith Hamon
       
      We see again the shift from just-in-case learning to just-in-time. Anybody want to do a cartoon strip with me, starring Justin Case and Justin Thyme?
  • the screen is bigger, which makes a huge difference in how we can display informational and instructional content.
  • the most important game-changer is that the iPad, and other devices to follow, are designed to be “always on,” or “always connected;” the intent being that you always have access to the Internet (of course this may not be practically true yet, but it certainly is the goal).
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  • the use of organization-based social networking as a mobile learning strategy.
  • the idea of downloading starts to seem antiquated.
  • Clearly, the platforms and devices becoming available are more flexible, more powerful, more portable, and more user-friendly. 24x7 access to content makes mLearning more convenient and valuable. New communication channels open up new opportunities to connect with coworkers and experts, anytime and anywhere. And the use of cloud computing makes virtually limitless amounts of content instantly available to virtually limitless numbers of users.
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    Clearly, the platforms and devices becoming available are more flexible, more powerful, more portable, and more user-friendly. 24x7 access to content makes mLearning more convenient and valuable. New communication channels open up new opportunities to connect with coworkers and experts, anytime and anywhere. And the use of cloud computing makes virtually limitless amounts of content instantly available to virtually limitless numbers of users.
Thomas Clancy

On private "classblogs" vs. the wild, wide open ~ Stephen's Web - 1 views

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    Please note this post and its comments (Downes' is a good blog to follow, too, btw). This is a "line" with which we are familiar--private vs. public student writing. Are we prepared to argue in support of "the wild, wide open"? Should we be appeasers and give our faculty the choice? *Let's discuss as a workshop topic.*
Keith Hamon

Open Education for Writers | Academe Blog - 1 views

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    I'm delighted to report that our efforts to grow Writing Commons like an academic journal have worked out really well.  We've reviewed over 75 new webtexts, and we are in the process of publishing some excellent free resources for college students.  Perhaps the most exciting result is that traffic is really blowing up!  Since February of this year, 105,532 unique visitors have accessed Writing Commons.
Keith Hamon

What You Need to Know About MOOCs - Technology - The Chronicle of Higher Education - 0 views

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    Colleges and professors have rushed to try a new form of online teaching known as MOOCs-short for "massive open online courses." The courses raise questions about the future of teaching, the value of a degree, and the effect technology will have on how colleges operate. Struggling to make sense of it all? On this page you'll find highlights from The Chronicle's coverage of MOOCs.
Keith Hamon

American Council on Education Recommends 5 MOOCs for Credit - Technology - The Chronicl... - 0 views

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    In what could be a major step toward bridging the gap between massive open online courses and the credentialing system that they are supposed to "disrupt," the American Council on Education on Thursday endorsed five MOOCs for credit.
Keith Hamon

Shimon Schocken: The self-organizing computer course | Video on TED.com - 0 views

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    Shimon Schocken and Noam Nisan developed a curriculum for their students to build a computer, piece by piece. When they put the course online -- giving away the tools, simulators, chip specifications and other building blocks -- they were surprised that thousands jumped at the opportunity to learn, working independently as well as organizing their own classes in the first Massive Open Online Course (MOOC). A call to forget about grades and tap into the self-motivation to learn.
Thomas Clancy

Open Online Courses: Higher Education of the Future? - The Network: Cisco's Technology ... - 1 views

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    Sounds like MOOCs have a bright future and are here to stay!!
Keith Hamon

Teaching with Technology in the Middle: Opening New Spaces in the Digital Writing Works... - 3 views

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    Three weeks ago I added another layer to our digital writing workshop:  I introduced students to Google Docs, and with it learned the power and potential of yet another space that again is changing writing instruction as I know it.
Keith Hamon

http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_Ju... - 2 views

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    This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education.
Keith Hamon

http://net.educause.edu/ir/library/pdf/ELI7078.pdf - 0 views

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    An introduction to massive, open, online courses (MOOC) by EDUCAUSE.
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