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?
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. And that’s bringing an ear-to-ear smile to this follicly challenged head. Access (A) Michelangelo was quoted as saying, “Ancora Imparo”, or if you’re not fluent in Italian, “I am still learning”. Devices (laptops, tablets, flipcams, media centers, etc.) Access is redesigning the learning experience from one stuck in the 19th century of a single schoolroom model to one that runs parallel with the way in which society has evolved. Behaviour (B) Let’s face it, there are several divides at play here.
Welcome to CCK11 ~ CCK11 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.
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.
David A. Wiley David Wiley, October 2012 Wiley's work on open content, open educational resources, and informal online learning communities has been reported in many international outlets, including The New York Times,[8] The Hindu,[9] MIT Technology Review,[10] and WIRED.[11] Wiley is also a member of the Advisory Committee of University of the People.[12] Center for Open and Sustainable Learning[edit] The Center for Open and Sustainable Learning (COSL) operates on the principle that "free and open access to educational opportunity is a basic human right". Reusability and learning objects[edit] Wiley's early work focused on the design and development of learning objects. Writings[edit] Wiley's 10 most influential publications, as ranked by Google Scholar,[15] are: Many of Wiley's publications are available from the BYU institutional repository, Scholars Archive.[26] References[edit] External links[edit]
#Change11 Using game and technology in teaching and learning In this video, Sue Cranmer, Principal Researcher at Futurelab and Pedagogy 3.0 Consortium Leader, explores ways for educators to foster a deeper understanding of complex scientific concepts. She discusses game development as a learning strategy, as well as opportunities to bridge the gap between technology use at home and in school. If I were to teach a topic about arts, science, engineering, or logistics, surely the production of video would help in translating the concepts that I intend to introduce, through a story or an artifact. There are few questions that spring into mind: 1. 2. 3. I am still new to the production of online games, so more hands-on practice is necessary. In Designing Sims, there are 5 phases listed. At the highest level, the Phases are: 1. These sound useful steps in guiding through the use of online games in online courses. Will consider exploring this further in coming posts. Like this: Like Loading...
Heli connecting ideas » Blog Archive » Collaborative case-study about MobiMOOC I have to continue with the same IRRODL journal (see my former post). I have enjoyed reading the article Using mLearning and MOOCs to understand chaos, emergence and complexity in education written by Inge deWaard and 6 participants of the MobiMOOC course. I have heard many positive comments about that course, for instance Rebecca Hogue and Osvaldo Rodrigues mentioned it in some Jeff Lebow Hangouts (COOLcasts during eduMOOC). I didn’t participate the MobiMOOC course myself, because I was not interested enough in mLearning So I can assess the article without my own subjective experiences. The article has a broad perspectice, it aims to understand chaos, emergence and complexity in education using mLearning and MOOCs as a case. I wondered the concept “research-based case study”, I mean that case study means research in my mind. I always like the results about age. It is easy to agree with these contributions: Some day we will describe the dynamics of online learning better and better.