Here a MOOC, there a MOOC « Lisa’s A couple of things came together recently, which is almost always my foundation for a blog post. First, Stanford University is about to offer an open, online course on Artificial Intelligence. Then, George Siemens posted about it in Google + (hey, cool, a G+ post has a permalink!) At roughly the same time, discussion in the EduMOOC Google Group had two interesting threads, one about the work a few of us are doing trying to expand the Wikipedia page on MOOCs (see my last post), and one about what a MOOC is. Then yesterday, I was part of a fun MOOCast Hangout with master bringer-together-of-people Jeff Lebow and some cool people from the EduMOOC. My definition of a MOOC sticks to the basics: That’s it. connectivist pedagogyno cost to participantsa structure set up to deliberately encourage connections among studentsan intention to encourage lifelong learning I see these as good ideas, just not required for a MOOC. Jeff Lebow asked during the Hangout why it matters how we define MOOC?
Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science When campus president Wallace Loh walked into Juan Uriagereka's office last August, he got right to the point. “We need courses for this thing — yesterday!” Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant. Campus administrators around the world had been buzzing for months about massive open online courses, or MOOCs: Internet-based teaching programs designed to handle thousands of students simultaneously, in part using the tactics of social-networking websites. To supplement video lectures, much of the learning comes from online comments, questions and discussions. MOOCs had exploded into the academic consciousness in summer 2011, when a free artificial-intelligence course offered by Stanford University in California attracted 160,000 students from around the world — 23,000 of whom finished it. Image: Courtesy of Nature magazine The ferment is attributable in part to MOOCs hitting at exactly the right time.
ABC – The 21st Century Learning Model For those that know me, I started out my career many moons ago as a K-12 educator. For some of you, I’m sure you’re thinking, “what a lunatic”. I only lasted three years but I look back on those years, nevertheless, with the fondest of memories. Truth be told though, I didn’t last because I was in the minority. As a 25 year-old trying to uproot the education system to become more collaborative, more open, more connected, I was leery of falling into the ambivalence pit of staffroom rhetoric. But, alas, I was young, naïve and perhaps a little pig-headed. Fast forward many moons later, through career stops in higher education and the corporate world of learning and collaboration, I’m finally coming back to those K-12 days. I’m back because the so-called 21st Century Learning movement is no longer trying to merely flank the system; it’s a full-frontal assault. And that’s bringing an ear-to-ear smile to this follicly challenged head. Access (A) Access should include: Behaviour (B) Community (C) PS.
Welcome to CCK11 ~ CCK11 Evolving Education Technology: From Chalkboards to MOOCs Moving Toward 2020: The Learning Decade Four hundred years ago, British philosopher Francis Bacon declared that "Knowledge is Power." And, until recently, many corporate leaders would have wholeheartedly agreed with him. But, today, as we struggle to cope with an uncertain economy, complex globalization, and unprecedented technological transformation, executives on just about every continent increasingly believe that "Knowledge is Survival." Companies around the world responded to the Great Recession by cutting and controlling costs to reap new efficiencies. Indeed, learning has gained new prominence as a critical lever for performance. To be sure, not every company is a learning company; but more and more organizations recognize that learning can help solve the most vexing economic and financial problems of the day. There are many reasons why corporations have decided to make significant investments in learning, even in these budget-constrained times, but here are what we believe to be the main drivers:
Is it or is it not a MOOC? (#eduMOOC) The latest massively open course, offered by Stanford University on Artificial Intelligence is raising the question again. What exactly does a course need to be in order to be classified as a MOOC? There has been some discussion on this Google Plus thread started by George Siemens. Osvaldo challenges that the course itself is too structured to be MOOC. So, I wonder, how do we define a MOOC? I think there are two ways we can do this, either literally as a "Massively Open Online Course" and look at each word in the definition to provide critical for inclusion, or we can go back to the roots of a MOOC and add that a MOOC must also be the realization of connectivism pedagogy – which adds additional criteria – specially those that define connectivism. Let's start with the words that make up MOOC: M – Massive – How do we define massive? O – Open – How do we define openness. O – Online – I'm not sure there is much debate on this one. C – Course – Now this is a big one.
Joshua Wyner: What Can MOOCs Do for American Higher Education? MOOCs--that is, massively open online courses--are only two years old. But many thought leaders are already suggesting that these free classes, which are being produced largely by elite U.S. colleges and universities, can dramatically increase access to a high quality college education domestically and abroad. That's important, of course. Just as important, though, is the potential of MOOCs to do what matters most for our nation's higher education system: improve the value proposition of college, by making it cheaper for students to earn a valuable degree and more likely that they will do so. In the face of state budget cuts, colleges have continued to jack up tuition at a rate that far exceeds inflation, driving American student debt above $1 trillion. Under the right conditions, MOOCs may be able to help change that equation. Some institutions are using MOOCs to supplement the material they offer in traditional classes. The U.S.
RoxannNys / SmartPhones in the Classroom Smartphones in the classroom? Yes, there are many educational applications! The cell phone industry is making a BIG pitch for using smartphones in the classroom. And, of course, there are a variety of opinions out there about using and not using them. My personal opinion--Why not? How do we move away from this? Cell Phone Policies Many area districts are moving toward loosening up policies regarding cell phone use in schools, allowing students to use them during free time (lunch) and giving teachers the option to design their curriculum around the use of mobile devices. Here are a few resources that may be helpful as your district considers policy: Need the 411 on text speak? How many of these often used text abbreviations do you know? idk fb me brb 10Q imo <33 ta imjk or j/k ur r lolwb sup ty ta or tawzzz cul8r sms 182 If you don't know what many of the mean, here are some useful text speak resources to help you: Digital Life: Understanding Text Message Shortcuts-Cliffs Notes (free) Wiffiti
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!) which began after CCK08. This newest article gathers carefully information about living in open online courses (PLENK2010 and CCK11). I am interested in why people come to participate in open online courses, what is their motivation? I should like to develop qualitative methods for virtual ethnography – methods that help to understand deeper. The Visitors and residents project is one way forward, how could I combine it with open online course behavior?
The future of education will be open and distributed Distributed Learning – Any learning that allows instructor, students, and content to be located in different locations so that instruction and learning occur independent of time and place; often used synonymously with the term “Distance learning”. (Source) Previously I’ve said, Let’s take a ‘T.R.I.P. into the Future’ looking at some changes that are shifting learning in a way not possible just a few years ago. Now I’ll add to that ‘Open and Distributed’… but what I’m ultimately talking about is greater Individualization with greater Responsibility on both schools and students. Within 5 years, every student from Grade 6 or 7 right up to Grade 12 will be involved in some level of distributed learning. I’m also not just talking about Distributed Learning but, more specifically… Blended learning is what will define good schools in the future. What are some of the game changers that make this possible, or dare I say inevitable? Here are some thoughts: BYO Laptop to school.