Connectivism
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Should Projects Be Required To Blog? They Should Now!
Beyond Blogging as an Open Practice, What About Associated Open Usage Data?
Stockholm’s School Without Classrooms
Children have wild imaginations. Take Max from Maurice Sendak’s illustrated classic Where the Wild Things Are , whose mischievous tantrums cause his room to sprout into a lush, inhabited forest.
On-Demand is the Future of Online Learning
TIVO and DVRs completely changed the way we watch television. People no longer have to watch a program at the exact time it’s aired, since it’s so easy to record it and watch whenever you have the time. So what can workplace learning professionals learn from the TIVO generation about the future of learning?
KnowU: Harrison College’s Social Learning Network May Just Be The Future Of Education
A recent Edudemic article stated that “The most popular complaints about online learning are lack of engagement, slow response time from the instructor, and a loss of the sense of community.”
Catherine Anne Schmidt-Jones University of Illinois Urbana-Champagne, USA Abstract
An open education resource supports a diversity of inquiry-based learning | Schmidt-Jones
January 29, 2012 by jennymackness Change Mooc, Week 18: Richard DeMillo, Ashwin Ram, Preetha Ram, and Hua Ali
The place of ‘the teacher’ in relation to open content
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!)Khan and AI: Open Online Courses
I just listened to a great video discussion – Khan Academy and Stanford AI Class: Reinventing Education – with Peter Norvig, Sebastian Thrun, and Sal Khan. It’s a candid discussion of what each of these educators wanted to achieve with opening up their courses and content and some of the challenges they faced in the process. Most importantly, they (particularly Sebastian) discuss where they were wrong in their previous assumptions about learning.
