Mother, wife, teacher, student, blogger, Web 2.0, Advocate for technology in classroom, Teaching English in the Web Era, life long learner..
Heli connecting ideas » Blog Archive » Research about MOOC pedagogy. Rita Kop, Helene Fournier and Sui Fai John Mak have published an article “A Pedagogy of Abundance or a Pedagogy to Support Human Beings?
Participants Support on Massive Open Online Courses.” The article continues the research tradition (a short one!) Which began after CCK08. Connectivism. Open Education. Anatgoodman - home. Twitter. Anat Goodman's Page. Research publications on Massive Open Online Courses and Personal Learning Environments. People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs.
We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year. The research has resulted in a number of publications and I thought it might be useful to post links to all of our journal articles, conference papers and presentations that were published in relation to PLEs and MOOCs in one space. Anat Goodman Web 2. אוניברסיטת חיפה - לבלוט בנוף האקדמי. Anat Goodman @ Haifa University. Technologies in Education, University of Haifa. Wikiedtech.haifa.ac.il. Networked Student. Connectivism.
CCK09: Connectivism and Constructivism. Magnetix This was written as a comment on April Hayman’s post comparing Legos and Magnetix as metaphors for constructivism and connectivism.
One of her readers, Plain_Gillian, said she was struggling to verbalize the difference between the two learning theories. My response is below, but you should go check out the original post and discussion there too. I think the table comparing learning theories to connectivism is a good way to start. Interview with George Siemens - LE@D, Universidade Aberta. Connective Learning: Challenges for Learners, Teachers, and Educational Institutions. By Claude Almansi Editor, Accessibility Issues ETCJ Associate Administrator The International Review of Research in Open and Distance Learning (IRRODL) has dedicated a special issue to “Connectivism: Design and Delivery of Social Networked Learning” (March 2011), edited by George Siemens (Athabasca University, Canada) and Grainne Canole (Open University, UK).
This special issue is not meant as a definitive sum on connectivism but rather, as Terry Anderson, editor of IRRODL, put it in his announcement on the Instructional Technology Forum mailing list: … a challenge and request that we spend more effort into trying to understand if connectivism has approaches and delivers important insights and practical designs into the increasing networked learning context in which we function. Learning is connective.
Social Networked Learning. Connectivism. A (more or less) complete list of my presentations.
Currently 335 presentations are listed. Most have embedded slides, most recent talks have embedded audio recordings, and some have video. The Rise of MOOCs: Past Successes, Future Challenges March 24, 2014. Anat Goodman @ Haifa University » PEER Reviewed Aricle and Twitter. What Does Connectivism Mean for Education? The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century.
Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain. This is an ongoing challenge and one that does not have a single right answer or pre-packaged solution. Heli connecting ideas » Blog Archive » Collaborative case-study about MobiMOOC. I have to continue with the same IRRODL journal (see my former post).
I have enjoyed reading the article Using mLearning and MOOCs to understand chaos, emergence and complexity in education written by Inge deWaard and 6 participants of the MobiMOOC course. I have heard many positive comments about that course, for instance Rebecca Hogue and Osvaldo Rodrigues mentioned it in some Jeff Lebow Hangouts (COOLcasts during eduMOOC). Heli Nurmi (@helinur) sur Twitter. נדבכים עיקריים בלמידה כיום עפ"י ג'ורג סימנס. תיאורית ה- Connectivism: תיאורית הידע הדינאמי המקושר בין אנשים. Twitter. Videos connectivism. Learning Theory. Open Education.
TEDxNYED - David Wiley - 03/06/10. David A. Wiley. David Wiley, October 2012 Wiley's work on open content, open educational resources, and informal online learning communities has been reported in many international outlets, including The New York Times, The Hindu, MIT Technology Review, and WIRED. Wiley is also a member of the Advisory Committee of University of the People. Center for Open and Sustainable Learning
Twitter. About — Connectivism. Description of Connectivism Connectivism is a learning theory for the digital age.
Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena. Some principles of connectivism: Technologically Externalized Knowledge and Learning « Connectivism.
Let’s take a step back and consider how well we are using learning technology in contrast with what is possible given advances over the last decade.
Ideologies influence design, then design constrains future options. We don’t have to look very far to see examples of this simple rule: classrooms, design of organizational work activities, politics, and the operation of financial markets. Twitter. News: Killing Peer Review. When a cadre of international scientific research powerhouses announced last month that they were teaming up to create a top-shelf, peer-reviewed free journal in the medical and life sciences fields, some called it a "triumph of open access" — proof that the tide was turning in favor of a once-radical movement aimed at cutting through the traditional oligarchies and turning scholarly publishing on its head. But to Joe Pickrell, a doctoral student in biology at the University of Chicago, the idea was not groundbreaking enough.
It will not do merely to lower the barriers to viewing scholarly articles, he thought; academe must lower the barriers to reviewing them. As one might expect from an advocate of modern publishing, Pickrell took to the blogosphere. "Left unanswered … is a more fundamental question: why do we publish scientific articles in peer-reviewed journals to begin with? " Technologically Externalized Knowledge and Learning « Connectivism. Wendy Drexler Ed.S - Super Slogan. Teach Web. Wendy DG. Twitter. Networks » Wendy Drexler Ed.S - Super Slogan. Connectivism 2008. MOOCS. MOOC. Is it or is it not a MOOC? (#eduMOOC) The latest massively open course, offered by Stanford University on Artificial Intelligence is raising the question again. What exactly does a course need to be in order to be classified as a MOOC?
There has been some discussion on this Google Plus thread started by George Siemens. Osvaldo challenges that the course itself is too structured to be MOOC. So, I wonder, how do we define a MOOC? I think there are two ways we can do this, either literally as a "Massively Open Online Course" and look at each word in the definition to provide critical for inclusion, or we can go back to the roots of a MOOC and add that a MOOC must also be the realization of connectivism pedagogy – which adds additional criteria – specially those that define connectivism.
MOOC – A solution to Higher Education and Future Learning. Is MOOC the solution to future learning, especially online education and learning in Higher Education? Our past experience with MOOC has interesting results. There are huge potential in its use, though there are still lots of challenges as I would like to share “our views” and experiences below: There has been a few rounds of MOOC conversation and lots of unanswered questions, relating especially to Stephen’s response to David Wiley’s response on knowledge transfer. I think this depends on what sort of knowledge that we are referring to. Is learning related to the transfer, transmission or replication of information or knowledge in MOOC? Welcome to CCK11 ~ CCK11. Here a MOOC, there a MOOC « Lisa’s. A couple of things came together recently, which is almost always my foundation for a blog post.
First, Stanford University is about to offer an open, online course on Artificial Intelligence. Then, George Siemens posted about it in Google + (hey, cool, a G+ post has a permalink!) Connectivism_Week1. Connectivism and its Critics: What Connectivism Is Not. Posted to the CCK08 Blog, September 10, 2008. There are some arguments that argue, essentially, that the model we are demonstrating here would not work in a traditional academic environment. - Lemire - Fitzpatrick - Kashdan These arguments, it seems to me, are circular. Connectivism. Massive open online course. Powered by Google Docs. PLENK2010: Archive. PLENK 2010 - The Most Awesome Course on Planet Earth!
We Want Your Videos - PLENK2010. _l9scf3PfS41qe3pgqo1_1280. הקמת קורס מקוון פתוח ורב משתתפים. Dalitl. Talk:Connectivism. Sokal affair. JOLT - Journal of Online Learning and Teaching. 2020 Teacher Model. Connectivism. Personal Learning Networks. The Educator's PLN - The personal learning network for educators. הרצאות. Teaching English in the Web Era. Teaching Engilsh in the Web Era.