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E-learning and Digital Cultures

E-learning and Digital Cultures
Related:  Exemples de MOOC

Blog Archive » Games Based Learning MOOC We’re doing a MOOC! To be more specific, we’re doing a . A MOOC is a based on the learning theory of connectivism. Since 2008, there have been a series of these free open online courses offered. This course is informed by their design and implementation. This is a free, for all educators. Participating educators will be able to engage the course on several levels from lurking (reading the discussions) to actively creating content in the course with the course design team. The MOOC will have both synchronous and asynchronous components. The Games-based Learning MOOC begins on and will run for {*style:<b>5 weeks with a sixth week and optional project in mid-September </b>*}. development and for right now we’re asking interested participants to go here to register ( ). Week 1 Games Based Learning/Game Principles Week 2 Overview of Commercial Off the Shelf Games Week 3 Gamification or Behavior Motivation Elements for the Classroom Week 4 Epistemic Games

Critical Thinking in Global Challenges About the Course Critical thinking is the ability to gather and assess information and evidence in a balanced and reflective way to reach conclusions that are justified by reasoned argument based on the available evidence. Critical thinking is a key skill in the information age, valuable in all disciplines and professions. This introductory course will give you the opportunity to better understand what critical thinking is, and to practice and enhance your critical thinking skills. To do so, we will use the context of some important global challenges that affect us all, and to which we have no clear “correct” solutions: for example, the risk and spread of serious infectious diseases in epidemics in modern societies, the implications of increasing human population on global resources, energy, environment and climate, and the challenges of human health and wellbeing in the modern world. Subtitles for all video lectures available: Portuguese (provided by the Lemann Foundation), English

Greek and Roman Mythology About the Course Myths are traditional stories that have endured over a long time. Some of them have to do with events of great importance, such as the founding of a nation. Course Syllabus Week 1: Homer, epic poetry, and Trojan legends Week 2: Heroes and suffering Week 3: This World and other ones Week 4: Identity and signs Week 5: Gods and humans Week 6: Religion and ritual Week 7: Justice Week 8: Unstable selves Week 9: Writing myth in history Week 10: From myths to mythology Recommended Background No special background is needed other than the willingness and ability to synthesize complex texts and theoretical material. In-course Textbooks As a student enrolled in this course, you will have free access to selected chapters and content for the duration of the course. Suggested Readings We will be covering the following in class: I strongly recommend purchasing or borrowing from a library the English translations mentioned in the welcome email and listed below. Greek Tragedies, Vol.

events.blackboard.com/open?elqCampaignId=1605 Description: Motivating students and creating community within blended and online learning environments is crucial to academic achievement and success. This open course will provide both theoretical concepts and practical tools for instructors to improve motivation, retention, and engagement within blended and online courses. Course Objectives: Identify and apply relevant motivational strategies and instructional techniquesConstruct thinking skill options for different types of learners and subjectsDesign and share innovative thinking skill activities as well as unique cooperative learningMap and apply instructional models and ideas to online learning toolsCourse Duration: April 30th- June 4th ( A total of 5 weeks) Announcing a Free, Open Course With Dr. Course Title: Instructional Ideas and Technology Tools for Online Success Enrollment is Now Open

The March of the MOOCs: Monstrous Open Online Courses | Open Education MOOCs are a red herring. The MOOC didn’t appear last week, out of a void, vacuum-packed. The MOOC has been around for years, biding its time. Still, the recent furor about MOOCs, which some have called “hysteria,” opens important questions about higher education, digital pedagogy, and online learning. MOOCs are like books, good when they’re good and bad when they’re bad. Content and learning are two separate things, often at odds with one another. Too many people are drinking the MOOC Kool-aid (or dumping it out hastily) when what we need to do is look closely at the Kool-aid to see what we can learn from it. “Massive”: What happens if we take the “Massive” out of “Massive Open Online Course”? “Open”: The first “O” in “MOOC” has been dangerously misread. “Online”: The second “O” in “MOOC” is a misnomer. “Course”: Education of this sort can’t be contained tidily inside of a close-walled “course.” Learning, for Emerson, is emergent and copulative not parthenogenetic.

Current/Future State of Higher Education - An Open Online Course Coursera.org In this class, we will ask and answer a series of questions about the role and practice of archaeology in the world today. If archaeologists are trained to investigate the past, what is left for us to study? Who gets to be an archaeologist? How and why do archaeologists hunt for “treasures”, and what do we do once we’ve discovered them? Archaeology famously involves getting dirty in the line of duty. Unit #1: Just what are these secrets anyway? Unit #2: What has survived for us to find? Unit #3: So how do you find things? Unit #4: How do you get a date? Unit #5: What do you do with what you find? Unit #6: What is involved in the archaeology of people? Unit #7: Where does archaeology happen? Unit #8: Who owns the past? As a student enrolled in this course, you will have free access to selected chapters and content for the duration of the course. While there will be a small number of required readings for each unit, all of these will be available on line without charge.

Intermediate Writing: Research Writing in a Persuasive Mode Image courtesy of Mathias Lux Course Description Course Objectives The purpose of this course is to help you implement the critical reading and thinking skills and strategies necessary to the practice of persuasive research writing. Because the focus of this class is the process of learning how to argue effectively on paper, you will have the opportunity to develop an awareness of audience by writing multiple drafts, which will include well-documented, credible research sources. Back to top Attendance & Participation English 2010 is designed to help you become adept at the process of writing. I. II. III. Develop a working bibliography Broaden, narrow, or deepen a search as needed Learn where to look for material: the library, the Internet, experts.... IV. V. VI. VII. VIII.

Data Visualization Theory & Practice In this course you will explore the question of what visualization is, and why you should use visualizations for quantitative data. In doing so, you will address theoretical concepts and examine case studies that show the importance of effective visualizations in real world settings. Image courtesy of Ryan Harris Course Description You will also look at how to interpret meanings in visualizations. In the lab portion of the course the main objective is to expose you to a variety of common and different digital visualization software tools. Technical Requirements Although software availability may change slightly, lab assignments will utilize the following software: Interested in a degree? This course was created by faculty in the Department of Instructional Technology and Learning Sciences at Utah State University .

Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility | Daniel Fellow - Korea National Open University Education Master - DeTao Masters Academy, China sirjohn.ca During my time as a Fellow at the Korea National Open University (KNOU) in September 2012 media and web coverage of Massive Open Online Courses (MOOCs) was intense. Since one of the requirements of the fellowship was a research paper, exploring the phenomenon of MOOCs seemed an appropriate topic. This essay had to be submitted to KNOU on 25 September 2012 but the MOOCs story is still evolving rapidly. I shall continue to follow it. 'What is new is not true, and what is true is not new'. This paper is published by JIME following its first release as a paper produced as part of a fellowship at the Korea National Open University (KNOU). Abstract: MOOCs (Massive Open Online Courses) are the educational buzzword of 2012. Keywords: MOOCs, open, openness, educational technology Introduction MOOCs (Massive Open Online Courses) are the educational buzzword of 2012. Methodological note What is a MOOC?

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