EducatorVirtualPD - Classroom Blogging. Joichi Ito - Innovating by the Seat of Our Pants. Almost 20 years ago, I installed on my computer a tiny piece of software called MacPPP, which connected the programs running on it to the Internet. The program immediately transformed my computer from a fancy telex machine to a device running a very early version of the graphical Web. I was working in entertainment at the time, and I remember thinking that this connection was going to change everything. I left to join the first commercial Internet service provider in Japan, PSINet Japan, as its first chief executive. Our first serious challenge, oddly enough, was a battle over an obscure information-sharing computer protocol called X.25.
Until then, large intergovernmental agencies had always gathered experts to work on the technical standards that would become the DNA of the telecommunications industry, the standards to which all companies would have to build their networks and products. Albert Bandura. Albert Bandura (born December 4, 1925) is a psychologist who is the David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University.
For almost six decades, he has been responsible for contributions to many fields of psychology, including social cognitive theory, therapy and personality psychology, and was also influential in the transition between behaviorism and cognitive psychology. He is known as the originator of social learning theory and the theoretical construct of self-efficacy, and is also responsible for the influential 1961 Bobo doll experiment. A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B. F. Skinner, Sigmund Freud, and Jean Piaget, and as the most cited living one.[1] Bandura is widely described as the greatest living psychologist,[2][3][4][5] and as one of the most influential psychologists of all time.[6][7] Personal life[edit] Bandura arrived in the US in 1949 and was naturalized in 1956.
A Magazine Is an iPad That Does Not Work.m4v. #etmooc - Connected Learning Session - January 21, 2013. Connected Learning Infographic. Happy Birthday Alec Couros. Guerrilla Connectivism: 10 Tips for Taking Control of your Education. I recently had the misfortune of taking a week-long training course on project management. The instructor was a friendly, experienced, and knowledgable project manager, but her teaching style consisted of reading through a company-prepared deck of over 500 powerpoint slides. For five days. Seven hours a day. There were about 50 of us sitting in rows, quietly listening as she diligently worked through the slides, interjecting a personal experience here or expanding on a bullet point there. But this is where, I now realize, I failed. I’ve been so busy working on my education degree, studying connectivism and other learning theories, and writing up education plans for my job as a learning consultant, that I lost sight of the actions I could have taken right there and then, in my role as a student. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
I’ve no doubt missed other important tips, so please let me know what else you think can be done. Is blogging on the decline in 2013. Corporate blogging is on the decline as reported here: Study blogging in decline as social media takes over. Here is a post relating to the decline of blogs. Here is an update in 2012. Blogging declines for the first time among the Inc. 500. Fifty percent of the 2010 Inc. 500 had a corporate blog, up from 45% in 2009 and 39% in 2008. I think 2013 would see further decline in blogging, as I have shared my findings in 2011. Blogs went largely unchallenged until Facebook reshaped consumer behavior with its all-purpose hub for posting everything social.
My observation was that many bloggers in the past few years have slowed down in blogging, and have shifted to Twitter, Facebook and Google + in the posting of links. I think this decline of blogging would continue in 2013, and such practice would likely be replaced by the posting using Twitter and Facebook, rather than the creation of long and thoughtful blog posts.For me, I have blogged fairly regularly, as you could see from my blogroll. What Makes a MOOC Massive? Responding to a LinkedIn Discussion. When people ask me what makes a MOOC 'massive' I respond in terms of the *capacity* of the MOOC rather than any absolute numbers.
In particular, my focus is on the development of a network structure, as opposed to a group structure, to manage the course. In a network structure there isn't any central focus, for example, a central discussion. Different people discuss different topics in different places (Twitter, Google Groups, Facebook, whatever) as they wish. Additionally, my understanding is that for the course to be a *course* it has to be more than just a broadcast. So what is essential to a course being a *massive* open online course, therefore, is that it is not based in a particular environment, isn't characterized by its use of a single platform, but rather by the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms. Why Dunbar's number? The internet is happening to education. “How did you go bankrupt?” “Two ways. Gradually, then suddenly.” -Hemingway I’ve been involved in higher education for fifteen years. Most of that has been as a faculty member, researcher, and (to a lessor extent) administrator.
The past decade alone has seen the rise of Google. During this period of rapid transition, nothing prepared me for the now over-hyped Massive Open Online Course (MOOC). Then Stanford, 2011, happened. Why? Change does not follow a continuous or smooth trajectory. Education impacts all aspects of society. I’ve sat in far too many lectures where the presenter pulls up that cliche slide: “this is the industrialized education system” “it looks just like it did 200 years ago”. The pent up, frustrated, demand for change in a system as personal as HE produces a zealousness to embrace almost any concept that holds potential for change. Bill Gates supposedly stated some variation of “change is overestimated in the short term and underestimated in the long term”. Thoughts on Innovations in Education. Rhizomatic Learning – Why we teach? It’s my week at #change11. My topic? Rhizomatic Learning. Rhizomatic learning is a way of thinking about learning based on ideas described by Gilles Deleuze and Felix Guattari in a thousand plateaus.
A rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-relicating. I’ve been talking about rhizomes and learning for about five years now. Why do we teach? Why do we teach? What does successful learning look like? The rhizome pertains to a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight. It is that map that I think successful learning looks like.
Sounds a bit like networked learning…? What does a successful learner look like? How do we structure successful learning? Activity. A True History of the MOOC. Online Courses Look for a Business Model. Response to critiques of Open Course Educause article and the free economy generally. Earlier this year, while George Siemens and I were working our way through teaching the Edfutures course, we were contacted by the fine folks at the Educause review and asked to contribute an article on ‘the open course.’ I’ve been fortunate enough to run a few open courses now, some inside and some outside of the academy, and while we’ve yet to do formal research on the topic, I felt pretty comfortable taking a run at what is, in the sense that we mean ‘open course’ a very recent development. The article has recently been published, and while there has been some positive response ( willrich45and courosa for instance) one particular blogger has raised some valid concerns about some issues that may have been taken as read for that particular issue of educause… I thought i might address them here.
How can we assess ‘value’ to an open course? How is an open course ‘different’ from ‘commodity education’? What are the motives of people who are hosting an open course? Some final thoughts. Dave Cormier talks Openness. What is a MOOC? Peer-to-Peer Learning Handbook | Peeragogy.org.
All Things PLN. Session Login. #etmooc reflections. What is #etmooc? And why you should join us… | Learning About Learning. #ETMOOC is an opportunity. The very worst thing that could happen to you if you join #ETMOOC is that you could learn a few new things, and connect with a few new learners, like yourself. It’s free. It is not evaluative. It is open and supportive. (And some of the coolest educators in the world are hanging out there for the next few months). So what is #ETMOOC? Let’s start with the MOOC part. MOOC = Massive Open Online Course. When you hear “course”, no doubt you think “work”, “boring”, “drudgery”, “marks”, “assignments”. [Replace "course" in that last bit with "school" and think like a student for a minute. What if the first thing that came to mind when you heard the word “course” was “learning”? If you are an Ontario teacher, the concept of self-directed learning is not new to you (!). Many people working in the education sector are exactly in that place when it comes to technology.
So here is what a MOOC can do for you. I have done two MOOCs over the last two years. So back to #ETMOOC.