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E-learning and digital cultures 2013 welcome

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5 reasons to do a MOOC & 5 reasons not to. The Professors Behind the MOOC Hype - Technology. Dave Chidley for The Chronicle Paul Gries, of the U. of Toronto, has taught MOOCs on computer science.

The Professors Behind the MOOC Hype - Technology

By Steve Kolowich What is it like to teach 10,000 or more students at once, and does it really work? The largest-ever survey of professors who have taught MOOCs, or massive open online courses, shows that the process is time-consuming, but, according to the instructors, often successful. Nearly half of the professors felt their online courses were as rigorous academically as the versions they taught in the classroom. The survey, conducted by The Chronicle, attempted to reach every professor who has taught a MOOC. Hype around these new free online courses has grown louder and louder since a few professors at Stanford University drew hundreds of thousands of students to online computer-science courses in 2011.

Princeton University's Robert Sedgewick is one of them. Like many professors at top-ranked institutions, Mr. It paid off. Why They MOOC Mr. But it might also be good for him. Mr. Mr. Reflections of a mooc unvirgin. I recently completed my first mooc, and I will soon receive the certificate to prove it.

Reflections of a mooc unvirgin

Many people don’t think a certificate of completion means much, but this one will mean a lot to me. I put substantial time and energy into this course, so it will be satisfying to have something tangible to recognise it. Before I signed up, I had decided to do a mooc because I was blogging about them but had never experienced one for myself. I considered doing Georgia Tech’s Fundamentals of Online Education via Coursera, but I wasn’t attracted to the introductory angle of the content.

As it turned out, the course crashed under the weight of its own popularity, so I dodged a bullet there. MOOCs and the general education economy. Steve Krause writes that the recent EDC-MOOC (in which we both participated) was "meh.

MOOCs and the general education economy

" I agree. But you know what else was meh for me? School. K-12. Part III - What's it like to be a MOOC Student. How to Build A Strong Online Classroom Community in a MOOC (A Beginning) #edcmooc. Tag: #edcmooc MOOCs (Massive Open Online Courses) have recently exploded on the Internet.

How to Build A Strong Online Classroom Community in a MOOC (A Beginning) #edcmooc

Currently participating in the “Elearning & Digital Cultures” Coursera MOOC has been both an exciting and enriching experience so far. Many of my classmates have noted that it’s difficult to connect or even find what you need. Teaching 'E-learning and Digital Cultures' E-learning and Digital Cultures. We are here. #edcmooc has approached the end. So many wise words have already been written about the edc-mooc course.

We are here. #edcmooc has approached the end

I have only a little extra to add. Here is a short resume about some of my thoughts: Besides my curiosity for the course content, my mental challenge by enrolling EDC-mooc was certainly the language. Would I be able to cope with the reading of the material as well as writing both blog posts and an assignment in english? Not to mention to take part in the social communities around the course. Digital Learning Spaces: Lessons from the MSc in Digital Education at the University of Edinburgh. Digital Learning Spaces: Lessons from the MSc in Digital Education at the University of Edinburgh Jen Ross, University of Edinburgh Monday, April 15 Noon – 1:30 PM Seattle Pacific University Library Seminar Room Register:

Digital Learning Spaces: Lessons from the MSc in Digital Education at the University of Edinburgh

MOOC, what’s in a name? After spending considerable time and effort on MOOCs in the past the Coursera / University of Edinburgh eLearning and Digital Culture MOOC (#edcmooc) was the first have been able to complete.

MOOC, what’s in a name?

How I did this was quite simple … I knew I’d fade out after a week or so so I set a goal of one blog entry per week’s activity, including a pre-MOOC post and post-MOOC ‘submission feedback’ post. Now I had set myself this public goal I needed to follow and live up to it. It worked. This may not be to everyone’s taste or motivational style, but after 3 other failed MOOCs I wanted to finish one, just one. MOOCs were also presented at the 2013 Blackboard Users Conference (#durbbu) by Jeremy Knox: MOOC Pedagogy Which now brings me to the nature of the different MOOCs available. Digital Artefacts as Homework #edcmooc. *deutsche Version dieses Artikels* As a last assignment for the E-Learning and Digital Cultures Course we were supposed to produce a digital artefact in which we should present what we have learned out of the course.

Digital Artefacts as Homework #edcmooc

This Artefact was allowed in all formats, it should only be accessible in the internet. It is a strange feeling when you submit your homework and just copy in a link. On the other hand, behind each link there is a lot of work, so there is nothing to be ashamed of. It is impossible to show you ALL the artefacts as this course has been very productive. There was a timely recommendation of 5 minutes that every film or presentation should belong. Too much? Learning In a Flat World - Exploring EDCMOOC Digital Artifacts from My Global Classmates. In this last week of the University of Edinburgh’s Coursera MOOC – E-Learning and Digital Cultures, I mentioned in my last post that our assignment was to create a digital artifact for this learning experience.

Learning In a Flat World - Exploring EDCMOOC Digital Artifacts from My Global Classmates

I chose to explore Scoop.It as a way of curating resources from this course, and posted my resulting artifact here. Now I wanted to go explore what some of my many classmates have done. I conceptually know that some 40,000-plus started the course, and that 7,000+ were active at the mid-point, but I have no idea how many saw the course through to this final step of submitting an artifact. However, I have another 36 hours or so before I can begin assessing my three assigned artifacts, so this is more a journey to understand the landscape (and maybe gather baseline data).

E-learning and Digital Cultures. #edcmooc A reflection on artefacts. What is real and what is not?

#edcmooc A reflection on artefacts

Getting to the heart of the matter.. So, I have finished evaluating my artefacts and am now awaiting my marks. After looking at the three artefacts I was allocated, I have to admit to feeling a little disappointed in a couple which was why I opted to look at some more. Two of the five I looked at didn’t seem to address the themes at all. One was a great selection of external websites, videos and quotations but there was no narrative to link them all together. I think that being involved in the Tweetchats and browsing the forums reasonably regularly gave me some insights into the way that other people were thinking and interpreting the resources.

Lastrefuge: #EDCMOOC Week Five: The Assessment!! Quick intro: This post begins with the assessment and link to my artefact. I link to some online tools that others can use to make their own… and also share some of the resources produced by other MOOCers and a link to those produced by the students on the MSc in E-Learning and Digital Cultures.

Lost in transmission? Digital Artefact for #edcmooc Wk.5. Here we are, the final week, well done everyone, we made it! A ‘Digitial Artefact’ you say? What’s that then? I was not sure when the MOOC started what a digital artefact was, but now understand it’s just another term, albeit slightly pompous, for a blog post, a video, an image, a collection of audio/visual elements that make are collected together in one ‘presentation’ mode. Sentimental campus: Dublin February 19 by Sian Bayne on Prezi. Teaching 'E-learning and Digital Cultures' Mybackyard78 - wryerson - MSAD#51 Mail. E-Learning and Digital Cultures: Week 3 Reflection #edcmooc. I think I made a mistake in week three of #edcmooc.

I was doing some travelling by train and decided to review the resources while in transit. Unfortunately, the Iarnród Éireann WiFi wouldn't let me access any of the videos, so I couldn't watch the film festival or Steve Fuller's TedX Warwick talk Defining Humanity. Instead, I jumped straight into the advanced reading: Neil Badmington's introduction on Posthumanism. I read it twice, in full, and have gone back to sections since. But, I really don't think I have the necessary background to be able to make any sense of it at all. Being Human, Humanism, Posthumanism and Transhumanism. MultiMOOCing Tragic: Our Chemical Selves: The Biology of Connectivism. Connectivist Learning: course Prerequisites: your own device, internet connection, oxytocin and adrenaline This is my last post before the edcMOOC course starts tomorrow.

Through this blog, I've been living out the connectivist experience of not one, but two MOOCS, both which are experimental in the connectivist "genre". According to the good folk at ETMOOC, the key principles in the design of such a MOOC are: • The course is developed with a weak ‘centre’. Transhumanism and its Unique Relationship with the Emperor #edcmooc « periwebblog. I find the views of the Transhumanists in our readings a bit like the Emperor’s new clothes, all rhetoric but nothing new.

It might be I am too pragmatic (and tired) to understand the nuances? “Transhumanists view human nature as a work-in-progress, a half-baked beginning that we can learn to remould in desirable ways. Current humanity need not be the endpoint of evolution. Transhumanists hope that by responsible use of science, technology, and other rational means we shall eventually manage to become posthuman, beings with vastly greater capacities than present human beings have” N Bostrom. [New post] #edcmooc Week 4 Redefining the human - wryerson - MSAD#51 Mail. Visually learning, collectively yearning. CyberSpace: the final frontier. These are the voyages of the starship E.R.P. Its five-week mission: to explore strange new worlds, to seek out new life and new conversations, to boldly go with thousands of random strangers to coloni.

Teaching 'E-learning and Digital Cultures' I am beginning this week with some thoughts about how a MOOC might be defined, or as Hamish put it last week ‘the matter of what a MOOC is (or might be)’. In the aftermath of a chaotic, demanding, and sometimes disorderly two weeks, I am suddenly reminded of the EDCMOOC as it was a couple of months ago: a rather neat and orderly set of pages within the Coursera site, and an underdeveloped but efficient Yahoo Pipe connected to an empty EDC MOOC News WordPress site. These spaces weren’t so much barren, as taut with the imminent launch; with the impending responses and flows that might stream through them. [New post] Hold the R-word - wryerson - MSAD#51 Mail. College credit recommended for free online courses - Brownsville Herald: US & World News: How to Save College.

I wrote a thing last fall about massive open online courses (MOOCs, in the parlance), and the challenge that free or cheap online classes pose to business as usual in higher ed. In that piece, I compared the people running colleges today to music industry executives in the age of Napster. The #EDCMOOC Conveyer Belt and Other Massive Metaphors. I participated in the #edcmooc week 2 Twitter chat yesterday. It felt like watching a conveyer belt that never stopped moving, a metaphor shared by @stevemac121 in response to the following question: 2nd #edcmchat Twitter Chat - 2 February 2013 (with tweets) · hummelsiep1. eLearning and Digital Cultures: consolidating learning and blowing my mind with “objects that blog” #edcmooc « Learningcreep. Somewhere between OERs and MOOCs is the beginning of the end for traditional university courses.

A proposed process for small group, synchronous dialogue in a MOOC environment – #edcmooc. Learn Like an Arachnid: Why I’m MOOCifying. Every fall when I ask my first year students, “Why did you choose the College of Environmental Science and Forestry?” At least one will answer, “I want to save the world.” By the time they are sophomores, my students have taken rigorous science courses that focus on environmental issues. When they do group projects in the research/composition course I teach, I’m impressed with their topics, the depth of their knowledge, and their passion.

From Open Access To Open Learning. Netcococo.png (952×442) Coursera and the homogenization of knowledge. Chantelle's E-learning and Digital Cultures site.

Critical thinking

Edcmooc – a week 1 round up « Dreaming LearnTech. The e-learning and digital cultures course offered the chance to watch a Google Hangout at the end of week 1 with all the course tutors, and text chat from participants via Twitter and Google. Notes on Technological or Media Determinism « TTDolan. Connected learning: getting beyond technological determinism. Technological Determinism. 21st Century Learning is Not A Program. The 30 Biggest Myths About Online Learning. A Real Lesson in Digital Citizenship. 5 Ways to Stay Organized and Focused as an Online Learner. Connected Learning Infographic. Teacher Update: Wanted: Tech-Savvy Teachers - wryerson - MSAD#51 Mail. Best content in E-learning and Digital Cultures 2013.

How Digital Technology Has Changed the Brain. MOOCmania. Hybrid Pedagogy: A Digital Journal of Teaching & Technology. Seven Skills Students Need for Their Future. How Technology creates Digital Culture. EDC MOOC - Google+ - E-learning and Digital Cultures begins in less than two…