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What is the theory that underpins <em>our</em> moocs?

What is the theory that underpins <em>our</em> moocs?
If you’re even casually aware of what is happening in higher education, you’ve likely heard of massive open online courses (MOOCs). They have been covered by NY Times, Chronicle of Higher Education, TV programs, newspapers, and a mess or blogs. While MOOCs have been around since at least 2008, the landscape has changed dramatically over the past 10 months. In this timeframe, close to $100 million has been invested in corporate (Udacity) and university (EDx and Coursera) MOOCs . Personally, I’m very pleased to see the development of Coursera and EDx. A secondary focus, for me (and far lower on the scale than the primary one mentioned above), is around the learning theory and pedagogical models that influence different types of MOOCs. In 2008, Stephen Downes and I offered an open online course, Connectivism and Connective Knowledge (CCK08). What is the theory that underpins our MOOCs? 1. 2. 3. 4. 5. 6. 7. 8.

Jump Off the Coursera Bandwagon - Commentary By Doug Guthrie Like lemmings, too many American colleges are mindlessly rushing out to find a way to deliver online education, and more and more often they are choosing Coursera. The company, founded this year by two Stanford University computer scientists, has already enrolled more than two million students, has engaged 33 academic institutions as partners, and is offering more than 200 free massive open online courses, or MOOC's. A college's decision to jump on the Coursera bandwagon is aided—and eased—by knowing that academic heavyweights like Harvard, Stanford, and the Massachusetts Institute of Technology are already on board. As one college president described it to The New York Times, "You're known by your partners, and this is the College of Cardinals." In our haste to join the academic alphas, many of us are forgoing the reflection necessary to enter this new medium. Coursera and its devotees simply have it wrong. The recent history of the newspaper industry is instructive.

Théorie du connectivisme Editor’s Note: This is a milestone article that deserves careful study. Connectivism should not be con fused with constructivism. George Siemens advances a theory of learning that is consistent with the needs of the twenty first century. His theory takes into account trends in learning, the use of technology and networks, and the diminishing half-life of knowledge. It combines relevant elements of many learning theories, social structures, and technology to create a powerful theoretical construct for learning in the digital age. George Siemens Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Background An Alternative Theory Connectivism

Bruillard, É., & Baron, G.-L. Travail et George Siemens George Siemens at UNESCO conference, 2009 George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, and organizational effectiveness in digital environments.[1] He is the originator of Connectivism theory and author of the article Connectivism: A Learning Theory for the Digital Age and the book Knowing Knowledge - an exploration of the impact of the changed context and characteristics of knowledge. Academic activity[edit] Siemens joined the faculty and staff of The University of Texas at Arlington in December 2013 as the executive director of the Learning Innovation and Networked Knowledge Research Lab or LINK Lab. The LINK Lab is scheduled to open spring 2014. Prior to Athabasca University, Siemens held a post as the Associate Director, Research and Development with the Learning Technologies Centre at the University of Manitoba. Massive Open Online Courses (MOOCs)[edit] Notes[edit] External links[edit]

Rethinking Higher Ed Open Online Learning - US News & World Report Karen Symms Gallagher is dean of the Rossier School of Education at the University of Southern California. With the rush of pronouncements, you'd think Higher Ed 2.0 is here, all online, all the time. Brick-and-mortar and ivy are passé. Not so fast. It's worth decoding what's out there and what isn't. Professors at MIT, Stanford, and Harvard and many fine academic minds have put thousands of top-notch college courses online. [Read the U.S. Logging on to these lectures is often like watching through a one-way mirror—albeit for free and, say, with 15,000 classmates. I can't help thinking that the massive open online course explosion so far is a bigger, better delivery system of The Great Courses, which my husband and I have enjoyed for years. Some open online courses award students a certificate of participation, an academic currency without much heft in today's job market. [See the U.S. But that's not what worries me about open online courses. [Read the U.S.

Différents types de MOOCs Le terme MOOC : Massive Online Open Course, ou cours ouvert massivement multi-apprenants, a été proposé en 2008 et popularisé par quelques universités américaines l’année dernière. La première caractéristique de ces cours est qu’ils sont ouverts à tous, chacun pouvant s’inscrire à son gré. La deuxième dimension est que le nombre d’inscrits fait que les échanges entre participants (on parle aussi de pairs) sont encouragés, voire deviennent la forme primaire de l’apprentissage, ou de l’accompagnement. On assiste donc bien à un phénomène nouveau coté cours en ligne : des cours ouverts, non limités en nombre de participants (et c’est sans doute la caractéristique la plus innovante), et dont certains regroupent effectivement un grand nombre de participants. Par contre, entre le premier MOOC de 2008 (CCK08) et le premier cours proposé par le MIT dans le cadre de son initiative commune avec Harvard, l’approche est visiblement différente. Il y a la question de la certification. J'aime :

BAUDRIT, Alain. L’apprentissage collaboratif: Size Isn't Everything - The Chronicle Review By Cathy N. Davidson James Yang for The Chronicle Review My reading material to and from London recently for the annual open-source programming event known as Mozfest, or the Mozilla Festival, included two glossy magazines focusing on the future of education: the November 19 cover story in Forbes and the entire November issue of Wired UK, an offshoot of the American magazine. Should educators be delighted by this unexpected attention—or very, very worried? A little of both. Let's look at Wired UK first. Featured are both Negroponte 1.0, the editorial that launched Wired in 1993, and the new Negroponte 2.0. Given that such 20/20 foresight is rare, it is worth paying attention to Negroponte 2.0. He also still maintains a position he stated long ago: "Computers are not about computing, but everyday life." If you are a traditional educator, you should be scared. So what's different in 2.0? "Educational reform" is also on the lips of many college presidents and policy makers these days.

Cours en ligne ouvert à tous

Ce billet rédigé aussi par George Siemens est important car il explique les fondements théoriques de la création des cMOOC est met en avant en quoi ils diffèrent des autres types de MOOC.



Ce billet rédigé aussi par George Siemens est important car il explique les fondements théoriques de la création des cMOOC est met en avant en quoi ils diffèrent des autres types de MOOC.



Ce billet rédigé aussi par George Siemens est important car il explique les fondements théoriques de la création des cMOOC est met en avant en quoi ils diffèrent des autres types de MOOC. by annek2 Jan 6

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