Spielarten des Sollens: Die Rolle der Forschung für die Entwicklung der Hochschullehre mit digitalen Medien. Blogging in the 21st-Century Classroom. This year, I admitted a hard truth to myself.
I wasn't having my students write enough. In an attempt to follow Kelly Gallagher’s advice that students should write more than we can assess, I decided to have them blog weekly. One Assignment, Many Objectives After giving students some practice and solidifying my ideas by talking to a colleague and past student, I developed this assignment. I tried to ensure that the assignment would: Address multiple Common Core standards Hold students accountable while minimizing stress Be structured enough to provide clarity while giving freedom to experiment Be varied enough to keep students engaged Get students to write for multiple purposes. Demystifying the MOOC. When massive open online courses first grabbed the spotlight in 2011, many saw in them promise of a revolutionary force that would disrupt traditional higher education by expanding access and reducing costs.
The hope was that MOOCs — classes from elite universities, most of them free, in some cases enrolling hundreds of thousands of students each — would make it possible for anyone to acquire an education, from a villager in Turkey to a college dropout in the United States. Following the “hype cycle” model for new technology products developed by the Gartner research group, MOOCs have fallen from their “peak of inflated expectations” in 2012 to the “trough of disillusionment.” There are several reasons for the disillusionment. First, the average student in a MOOC is not a Turkish villager with no other access to higher education but a young white American man with a bachelor’s degree and a full-time job. Bologna: Liebe Uni, dieses Studium hätte ich in 30 Tagen geschafft.
Am Ende kommt ihr das Studium wie ein Deal vor: Zeit gegen Abschluss.
Warum der Erste Weltkrieg begann. Bloomsbury Collections - The Digital Scholar - How Technology Is Transforming Scholarly Practice. On Authors (Sylvia Plath, Edgar Allan Poe, Walt Whitman, Shakespeare, more) Hieroglyphs of the Future: Jacques Rancière and the Aesthetics of Equality. We're not a surplus, we're a plus.
The slogan appeared at the demonstrations of the French jobless movement in the mid-90s in journals, on banners, and on tracts printed by the political art group, Ne pas plier. It knitted the critical force and the subjective claims of the movement into a single phrase. POOL: Maslow (Reloaded) Meine LiebLinks (KW 31) Heute stelle ich nur einen Link vor, hinter dem sich aber eine ganze Serie interessanter Beiträge verbirgt: Learning with ‘e’s My thoughts about learning technology and all things digital – das ist die Website von Steve Wheeler, der als Associate Professor of learning technology am Plymouth Institute of Education der Plymouth University arbeitet.
Steve verdeutlicht (mal wieder), dass auch in Bildungstechnologie und Mediendidaktik der übliche Verweis auf Behaviorismus, Kognitivismus und Kosntruktivismus (bei manchen heute auch noch Konnektivismus) der Vielfalt menschlichen Lernens nicht gerecht wird. Wer also Lernumgebungen konzipiert und gestaltet, sollte eher die von Steve vorgeführte Vielfalt im Hinterkopf haben. Die digitale Gesellschaft - Perspektiven fürs Lehren und Lernen. Bonnie Stewart 12/8 2014. My Open Learning: xMOOCs. From Open To Connected. What it feels like to be the last generation to remember life before the internet - Quartz. I’ve long believed that speed is the ultimate weapon in business.
All else being equal, the fastest company in any market will win. Speed is a defining characteristic—if not the defining characteristic—of the leader in virtually every industry you look at. In tech, speed is seen primarily as an asset in product development. Hence the “move fast and break things” mentality, the commitment to minimum viable products and agile development. Many people would agree that speed and agility are how you win when it comes to product. Digital University soll Lehre an klassischen Unis verändern. European Forum Alpbach. Endewima. Meine LiebLinks (KW 31) Open Online Courses: Higher Education of the Future? - Techonomy. By Eric Rabkin One instructor’s firsthand look behind the scenes of the movement offering online education to the masses.
I am “teaching” a MOOC, one of those massive, open, online courses through which Coursera and, more recently, edX offer people around the globe challenging learning experiences through a simple internet connection: video mini-lectures, machine-graded problem sets in some courses, peer-evaluated essays in others, discussion boards, and more. There’s no cost or credit for the “students” yet, but could this point the way to the “schools” of the future? Disruptive innovation: Open online courses are changing education forever. When the first movable-type printing press began churning out books in 1439, knowledge that belonged to an elite few flowed to masses of hungry learners. This year, something similar happened. Select courses taught at places like Stanford on subjects like physics were offered for free online, meaning that a level of education once available only to Ivy League-level college students is now an option in places like Pakistan, Ghana and Tibet.
These courses, called Massive Open Online Courses (or MOOCs) make education cheaper and more accessible, but some say they have potential to undermine the current profit model. MOOC Articles.