Learning Design - The Project Following: An example, How to construct a sequence, An early version An Example of a Learning Design Sequence The project evolved a graphical representation mechanism to describe and document the generic learning design foci in terms of the tasks, resources and supports that would be required in the learning setting. This mechanism was later applied to contextualised designs. A 'Learning Design Sequence' representation uses the following graphical notation: What is a MOOC? I have been thinking more about the question “What exactly is a MOOC, anyway?” related to the #change11 course that started last week and which I am engaging in (in my spare time, ha!!). While I spent some time considering some of the ethical and privacy issues involved in this research, I have conveniently side-stepped the question about what this thing is, anyway. This may not be a big issue, but when I mentioned this to a F2F colleague this week and was asked what this thing is, I just stood there, speechless. I have participated in a rather interesting discussion about some of these issue on Frances Bell’s blog, though even there we skirted the issue of what this thing is. So, searching for the response from the facilitators themselves, I came across The MOOC Model for Digital Practice as I reviewed the Week 1 course Orientation page, and came across the following useful definition which I will quote here at length due to its comprehensive form and complexity (pp. 10-11):
MOOCs as ecologies – or – why i work on MOOCs Finally a few minutes with me putting down my new guitar attachment, the cottage plans and the general fun of having a two and a five year old and a partner doing her phd to talk about some of the interesting work coming up. I haven’t been engaged in much of the debate around where the ‘massive open online course’s (MOOCs) and am going to try to not get too chippy here. Actually, I’ll get that out of the way in the pre-amble. No. Writing Microcopy: Tips and Pointers SumoMe Did you ever spend an hour writing a four or five word phrase or short instruction? During that time, you probably felt like an obsessive perfectionist—hunched over the computer trying to get it just right. Now that there’s a term for this type of writing and recognition of how important it is, we can all feel a little more normal. I’m talking about microcopy, and it refers to the little instructions and phrases that we use in eLearning and web page interfaces to guide and assure users. Importance of Microcopy
Course: ECP2012OpenCourse: Designing an Exemplary Course CourseSites by Blackboard Designing an Exemplary Course Welcome! A learning design toolkit to create pedagogically effective learning activities A learning design toolkit to create pedagogically effective learning activities Gráinne Conole and Karen Fill Abstract: Despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience. 10 Open Education Resources You May Not Know About (But Should) This week, the OCW Consortium is holding its annual meeting, celebrating 10 years of OpenCourseWare. The movement to make university-level content freely and openly available online began a decade ago, when the faculty at MIT agreed to put the materials from all 2,000 of the university’s courses on the Web. With that gesture, MIT OpenCourseWare helped launch an important educational movement, one that MIT President Susan Hockfield described in her opening remarks at yesterday’s meeting as both the child of technology and of a far more ancient academic tradition: “the tradition of the global intellectual commons.” We have looked here before at how OCW has shaped education in the last ten years, but in many ways much of the content that has been posted online remains very much “Web 1.0.” But as open educational resources and OCW increase in popularity and usage, there are a number of new resources out there that do offer just that.
Moving UX into a position of corporate influence: Whose advice really works? I'll be leading an "interactive session" at CHI 2007 entitled, "Moving UX into a Position of Corporate Influence: Whose Advice Really Works?" Here is the abstract: "Professionals working to move user experience (UX) into a position of corporate influence are impeded by conflicting recommendations, including those regarding the roles of documenting and evangelizing UX work, ownership of UX, organizational positioning, calculating return on investment, and conducting "ethnographic" research. In this interactive session, a group of senior UX management personnel who have moved UX into positions of rapidly increasing influence in their varied places of work debate their different perspectives and approaches to help resolve the conflicting recommendations and generate some new and improved guidance." A four-page description of this session will be published and will become available in ACM's digital library.
Massive open online course Poster, entitled "MOOC, every letter is negotiable," exploring the meaning of the words "Massive Open Online Course" A Massive Open Online Course (MOOC; /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as videos, readings, and problem sets, MOOCs provide interactive user forums that help build a community for students, professors, and teaching assistants (TAs). MOOCs are a recent development in distance education. Although early MOOCs often emphasized open access features, such as connectivism and open licensing of content, structure, and learning goals, to promote the reuse and remixing of resources, some notable newer MOOCs use closed licenses for their course materials, while maintaining free access for students. History