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Dave's Educational Blog. Learning, networks, knowledge, technology, community. This last week we launched our open course on Data, Analytics, and Learning on edX.

learning, networks, knowledge, technology, community

The course is structured in a dual layer model, an approach that Matt Crosslin has nicely articulated. We have 20,000 registered students, with 32% having actually logged in and taken part in the course. 180 countries are represented, with the top being US, India, and UK, representing 25%, 11%, and 4% of students. I’ve run numerous MOOCs over the past six years. I’ve used a range of platforms, including Moodle, D2L, Canvas, Drupal, Downes’ gRSShopper, and others. In the process, I’ve used roughly any tool I can get my hands on, including Second Life, Twitter, Facebook, G+, Netvibes, blogs, Wikispaces, Diigo, and so on. I’m biased toward learners owning their own content and owning the spaces where they learn.

Though I am biased toward learner-in-control, I do recognize the value of formal instruction, particularly when the topic area is new to a learner. My reflections after week one of DALMOOC: 1. 2. 3. Digital Media & Learning. Stephen's Web. Tony Bates. Danah boyd. Lisa’s. Not that long ago, there were exciting new things to try in ed tech.


It was easy to get enthusiastic about not only new products but the way the web was going, and to encourage faculty to jump in. But in the last few years, the web has gone stagnant. Certain models of development, and certain tools, have become dominant, and online teaching has become far less excitiing. 1. Education is seen as a market. Education, as Apple has known since 1981, is a market. 2. A couple of years ago, I got a note from an irate blogger because I was using her education blog to try out a feed aggregation plugin for WordPress. We have pulled people away from the idea of creating their own web spaces, because it’s so much more convenient to just use Facebook or Google. 3. When faculty were afraid to work with web 2.0 tools, we used to talk about the possible creativity. 4. This is true pedagogically and technologically. And the tools themselves just perpetuate the same ways of doing things. 5. 6. 7.