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European Journal of Open, Distance and E-Learning

European Journal of Open, Distance and E-Learning
Dorothy C. Kropf [Dorothy.Kropf@waldenu.edu], Walden University, 100 Washington Avenue South, #900, Minneapolis, MN 55401, United States of America [ Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the Internet has become a focal point for a potentially dynamic modern learning theory called connectivism. Like any learning theory, connectivism has its share of supporters and critics. Unlike any other learning theory, connectivism attributes learning through cyber nodes specifically rooted in social networks. Keywords: connectivism, e-learning, information repositories, learning theory Today’s students are “do-it-yourself” learners (Nussbaum-Beach & Hall, 2012, p.11). Figure 1. Related:  MOOCsCMCtheory & science

No room for sloppiness in online classroom When your classroom is a global one, filled with well-informed online learners, they don’t cut you much slack. Hundreds of people pore over every element of your course, making well-informed and sometime acerbic comments. Academics who run Massive Open Online Courses (MOOCs) are finding that they can’t afford any sloppy reasoning, one-sided arguments, or narrow perspectives when teaching to a massive global audience. As academic lead at FutureLearn, a company offering free online courses from UK universities, I’ve seen that this instant feedback can be eye-opening for course designers. On a university campus, students stick around even though the teaching may be dreadful, because they need the degree qualification. In MOOCs they leave as soon as they lose interest. So far, much of the debate in the United States about MOOCs has focused on the dropout rate. It’s now time to move on. One way to do that is by extending traditional teaching online. The other approach is through MOOCs.

Horizon Report > 2014 Higher Education Edition Login or Create New Account Member Spotlights RIT Launches Nation’s First Minor in Free and Open Source Software and Free Culture Partner News NMC Partners with the Balboa Park Online Collaborative iTUNES U Ideas that Matter and More High Quality, Free EdTech Content Sparking innovation, learning and creativity. > Publications > NMC on iTunes U > Creative Commons NMC Horizon Report > 2014 Higher Education Edition The NMC Horizon Report > 2014 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI), an EDUCAUSE Program. > Download the NMC Horizon Report > 2014 HiEd Edition PDF (English) > Download the Chinese Translation PDF (via Beijing Open University) > Download the German PDF (via Multimedia Kontor Hamburg) > Download the Japanese PDF (via Open University of Japan) > Download the Portuguese PDF (via Colégio Bandeirantes) > Download the Spanish PDF (via Universidad Internacional de La Rioja - UNIR) > Download the Preview PDF Tags: 2014 News

There’s one key difference between kids who excel at math and those who don’t “I’m just not a math person.” We hear it all the time. And we’ve had enough. Because we believe that the idea of “math people” is the most self-destructive idea in America today. The truth is, you probably are a math person, and by thinking otherwise, you are possibly hamstringing your own career. Is math ability genetic? How do we know this? Different kids with different levels of preparation come into a math class. Thus, people’s belief that math ability can’t change becomes a self-fulfilling prophecy. The idea that math ability is mostly genetic is one dark facet of a larger fallacy that intelligence is mostly genetic. A body of research on conceptions of ability has shown two orientations toward ability. The “entity orientation” that says “You are smart or not, end of story,” leads to bad outcomes—a result that has been confirmed by many other studies. They found that students who agreed that “You can always greatly change how intelligent you are” got higher grades. The results? 1.

When to Talk, When to Chat: Student Interactions in Live Virtual Classrooms - Journal of Interactive Online Learning When to Talk, When to Chat: Student Interactions in Live Virtual Classrooms Phu Vu University of Nebraska-Kearney Peter J. Abstract This study explores students’ choices of verbal and text interaction in a synchronous Live Virtual Classroom (LVC) environment that mixed onsite and online learners. About the Author(s)... Phu Vu is an Assistant Professor in Instructional Technology at the University of Nebraska, Kearney. Peter Fadde is an Associate Professor and Coordinator of the Learning Systems Design and Technology graduate program at Southern Illinois University. MOOCtalk | Let's teach the world Does technology really cut us off from other people? Jeremy Adam Smith, Web Editor & Producer, Greater Good Science Center | 3/20/14 | | Smarthphones and social media are changing our daily lives and our society. It’s now normal to see two people at a dinner table fiddling with their phones—and why not? But are digital devices and social media disconnecting us from the flesh-and-blood people in our lives? Or can mobile devices actually expand and strengthen our web of contacts, coworkers, friendships, family, and more? Those are the questions tackled in this past week’s Greater Good magazine, published by the UC Berkeley Greater Good Science Center. You can start by taking our quiz, which draws on scientifically validated scales to diagnose the reader’s level of social capital—that is, the web of social networks that research says can help us to be “happier, healthier, and better employed.” Step two is to read social psychologist Juliana Breines’s thought-provoking introductory essay, “Are Some Social Ties Better Than Others?”

Policy: Twenty tips for interpreting scientific claims Science and policy have collided on contentious issues such as bee declines, nuclear power and the role of badgers in bovine tuberculosis. Calls for the closer integration of science in political decision-making have been commonplace for decades. However, there are serious problems in the application of science to policy — from energy to health and environment to education. One suggestion to improve matters is to encourage more scientists to get involved in politics. Although laudable, it is unrealistic to expect substantially increased political involvement from scientists. Perhaps we could teach science to politicians? In this context, we suggest that the immediate priority is to improve policy-makers' understanding of the imperfect nature of science. To this end, we suggest 20 concepts that should be part of the education of civil servants, politicians, policy advisers and journalists — and anyone else who may have to interact with science or scientists. No measurement is exact.

Campus libraries embrace future with technology - eCampus News By Jake New, Assistant Editor Read more by jakenew September 8th, 2013 From eBooks, to online card catalogs, to entirely digital collections, research libraries are shifting further and further away from the dusty old buildings many associate with their college years. It’s time that librarians took an active role in creating the future of libraries, said Todd Kelley, Vice President for Library & Information Services at Carthage College. In 2008, Virginia Tech offered just 157,000 eBooks to patrons. Today, that collection has grown to half a million, and the library spends 80 percent of its budget on its digital collection. If that’s the difference that just five years can make, what will libraries look like in 20 years? This summer, Carthage College aimed to answer that question with a new combination of technology they called a “course-ference.” The course-ference combined an online course and a conference to discuss the future of libraries.

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