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I recently ran across a couple of great articles regarding discussions. The first, from Faculty Focus , concentrates on face-to-face courses but can easily be translated into the online course. It is “ Five Reasons Getting Students to Talk is Worth the Effort “. The 5 reasons given are: Students learn content when they talk about it.
I’ve now finished the Coursera Human Computer Interaction Course . As I await my final grade, I reflect on my experience, on the statistics on student numbers, and on how the platform can develop. It’s been a wonderfully wide-ranging course, spanning the whole design process. Participants have learned needfinding and observation techniques, how to carry out rapid prototyping, principles for effective interface and visual design, and a repertoire of strategies for evaluating interfaces.
Posted by Eric Esterline on Monday, October 1st 2012 Looks like U of M has jumped on the Coursera bandwagon… http://t.co/hDRoNd3Y # Posted by Eric Esterline on Monday, September 24th 2012
LEARNing ! Actually, it’s about education , training and LEARNing . It’s for educators and teachers who are interested in making a real difference to the lives of their students, their colleagues and their organisations – basically, people who are interested in “doing business” differently in education. People in education are often divided into two categories – “ the thinkers ” and “ the doers ”. We are also grouped into categories based on who we do business with – primary , secondary , tertiary .
An important new study by the British Library and JISC, begun in 2009 with 17,000 doctoral students surveyed from over 70 higher education institutions, was just published by Researchers of Tomorrow , focusing on doctoral studentsborn between 1982 and 1994. The study underscores the importance of "learning the future together," as we say at HASTAC, and is one of the reasons why Duke is starting a new Ph.D. Lab in Digital Knowledge in the Fall. The key issues in this study are ones that motivate both the HASTAC project, begun in 2002, and the new PhD Lab I'll be co-directing here at Duke and that will have a constant, consistent public interface to extend far beyond Duke.
UPDATE: It turns out this was not the beginning of a sea change. See post above. Today twelve heavy-hitting research universities announced their intent to join the small, but rapidly-growing, ranks of institutions that provide Massively Open Online Courses (MOOCs).
This was posted by Making Thinking Visible on their Facebook wall earlier today: Changes in our ability to access information and engage in non-school based vehicles for acquiring information are pushing schools and educators to think beyond the delivery of information as their prime role. It really resonated with me, even though I’d like to replace “acquiring information” with “learning.” While there are a growing number of people in our profession that are beginning to “engage in non-school based vehicles for acquiring information,” there are still too many, especially in leadership positions, who don’t have a clue. It’s not even on the radar.
This is about online learning, mostly in higher education. Especially in the wake of the UVA fiasco , I’ve been pondering online learning and the term “MOOC” (massively open online course), which I believe has been co-opted from folks like George Siemens, Dave Cormier, and Steven Downes. Those guys taught the Connectivism MOOC in 2008 and, most recently, the Change11 MOOC.