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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.

Virtual and Artificial, but 58,000 Want Course The course is one of three being offered experimentally by the Stanford computer science department to extend technology knowledge and skills beyond this elite campus to the entire world, the university is announcing on Tuesday. The online students will not get Stanford grades or credit, but they will be ranked in comparison to the work of other online students and will receive a “statement of accomplishment.” For the artificial intelligence course, students may need some higher math, like linear algebra and probability theory, but there are no restrictions to online participation. So far, the age range is from high school to retirees, and the course has attracted interest from more than 175 countries. The instructors are Sebastian Thrun and Peter Norvig, two of the world’s best-known artificial intelligence experts. Dr. The computer scientists said they were uncertain about why the A.I. class had drawn such a large audience. Dr. Dr.

Test Articulate storyline | Tice-pro Si la suite articulate studio9 m’avais bluffé, articulate storyline m’a » scotché ». Cette version n’est plus un « addon » de powerpoint mais une application complétement indépendante. Rassurez vous, il est toujours possible d’intégrer ses powerpoints, voire même de créer indépendamment de l’importation d’une slide, du texte « Wordart » , des graphiques « Smartart » puis de les copier/coller. L’ergonomie et l’utilisabilité sont au rendez vous, habitué à la suite Articulate cela ne m’a pris que quelques heures pour l’intégrer. D’un simple coup d’oeil la structure de votre module est visible ce qui est bien agréable. .Sur clic du bouton X ou sur « drop on » de l’élément Y, faire ceci où cela tout en vérifiant que tel élément ou telle variable à tel état ou telle valeur.

About — Connectivism Description of Connectivism Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The integration of cognition and emotions in meaning-making is important. Redefining Learning Through Screencasting Introducing new technology into the classroom, especially iPads, can be overwhelming -- even daunting. When first getting started, the technology may seem like more of a distraction than a learning opportunity. So how do you begin? Scott Meech (@smeech), Director of Technology for the Downer's Grove School District in Illinois, offers this perspective: A lot of times, when technology is first introduced into the classroom, the technology becomes the target. Dr. The SAMR Model What technology can you use to get to redefinition? One of the most valuable tools afforded by iPads is the ability to screencast -- to combine audio, images, drawing and text on a whiteboard to create a video. Cement Foundation: Substitution & Augmentation Whether you choose Screenchomp, Educreations, ExplainEverything or any other screencasting app, at the substitution level of SAMR, they all enable the production of PowerPoint-­like videos to deliver lecture-­based content. Teaching Above the Line

MOOC – A solution to Higher Education and Future Learning Is MOOC the solution to future learning, especially online education and learning in Higher Education? Our past experience with MOOC has interesting results. There are huge potential in its use, though there are still lots of challenges as I would like to share “our views” and experiences below: There has been a few rounds of MOOC conversation and lots of unanswered questions, relating especially to Stephen’s response to David Wiley’s response on knowledge transfer. I think this depends on what sort of knowledge that we are referring to. Is learning related to the transfer, transmission or replication of information or knowledge in MOOC? So, there are differences in views and understanding of the concept of knowledge and learning within a complex learning environment (epistemology and ontology), amongst academics, scholars, researchers, educators and learners. Photo credit: from George Siemens Would a structured course like that offered in Stanford University on AI also be called a MOOC?

e-learning : Harvard et le MIT font cause commune Dans le cadre d’un partenariat à but non lucratif, deux des plus prestigieux établissements américains d’enseignement supérieur, Harvard et le Massachusetts Institute of Technology (MIT), proposeront dès l’automne des cours en accès gratuit via leur plateforme commune : edX. Cette initiative est basée sur le projet de cours en ligne d’Harvard, Harvardx, et sur MITx (Massachusetts Innovation & Technology Exchange). Le premier cours en ligne fourni via MITx, « circuits et électronique », a débuté en mars, 120 000 étudiants s’y sont inscrits. Ceux qui termineront le cursus pourront obtenir un certificat, mais pas de crédits (unités de valeur). La même démarche sera appliquée pour edX. À travers edX, « nous n’allons pas seulement rendre la connaissance plus accessible, nous allons en apprendre davantage sur l’apprentissage », a déclaré Drew Faust présidente d’Harvard, mercredi lors d’une conférence de presse à l’Hyatt Regency Cambridge.

Éduveille | Autour des recherches en éducation et formation What Connectivism Is Posted to the Connectivism Conference forum (which hits a login window - click 'login as guest' (middle of the left-hand column) - I'm sorry, and I have already complained to the conference organizer). At its heart, connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Hence people see a relation between connectivism and constructivism or active learning (to name a couple). Where connectivism differs from those theories, I would argue, is that connectivism denies that knowledge is propositional. That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic. Connectivism is, by contrast, 'connectionist'. Response to comments by Tony Forster Response (1) to Bill Kerr

Promote Good Digital Citizenship: 10 Ideas For Rich Academic Student Discussion Online 7/23/2013 By: Michael Gorman More classrooms are opening their doors to student discussion online through online collaborative projects, online courses, and blended learning. They are doing this through public social media like Facebook as well as private social media tools like Edmodo, My Big Campus, and Moodle. Whatever your school policy is—whether completely open or using the “walled garden” approach—there are general rules to follow when promoting meaningful online discussions. Here are 10 rules of thumb to get you started. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. Digital Citizenship Tips for Teens For teens, Common Sense Media offers five simple rules of digital citizenship to help them create a world they can be proud of—and inspire others to do the same. Think before you post or text. What goes around comes around. Spread heart, not hurt.