Manifestationen von WebLernen – eine kleine Sammlung von Beispielen Manifestationen von WebLernen Immer häufiger fällt mir bei meinen Streifzügen durchs Web etwas auf, was ich WebLernen nennen möchte. Kriterien, die jede davon erfüllen (nicht abschließend) sind Lernen verobjektiviert sich -> Artefakt.Lernentwicklungen über diese punktuell erstellten Artefakte werden les- und nachvollziehbar -> Öffentlichkeit.Lernen nimmt eine sich wiederholende Form an (die sich allerdings entwickeln kann).Es sind daran eine gewisse Anzahl von Menschen beteiligt, die jedoch über den Zeitverlauf wechseln können.Zum Praktizieren braucht es nicht nur Beschäftigung mit dem Inhalt, sondern Auseinandersetzung mit Web üblichen Formen und Formaten.Herzkunft, Ziel und institutionelle Anbindung der Lerner äußerst heterogen.Das was man tut wird während des Tuns mitreflektiert. Beispiel 1 – #acwri Bei #acwri handelt es sich um einen Hashtag auf Twitter, der dazu dient, an einem gegenseitigen Unterstützungsnetzwerk zum akademischen Schreiben teilzuhaben. Beispiel 3 – #EdChatDE Fragt
Even in a MOOC, Students Want to Belong Maybe we could rename a mob of meerkats as a MOOC … For the past couple of years Australian universities’ enthusiasm for online learning has increased, following the lead of international universities in realizing the potential of massive open online courses (MOOCs) to replace traditional face-to-face learning. While the number of students undertaking studies on campus has remained relatively stable over the past three years, the number undertaking online or a combination of on-campus and online education continues to grow. The increase in online learning has taken place around the same time as a significant shift in the social and economic background of students. Drop-out rates for online learning are high. Online learning presents an opportunity to provide access to higher education for traditionally underrepresented groups. The reasons that students are more likely to drop out of online learning are complex. A ‘sense of belonging’ in online learning Courses ideally:
14 Articles on MOOCs Size Isn’t Everything – Cathy Davidson – The Chronicle Review – The Chronicle of Higher Education Wired UK raises the possibility that the university may have to restructure itself. That undoubtedly will raise numerous hackles. But from an intellectual standpoint, it signals a revolution in waiting. Forbes, on the other hand, touts the financial promise of investments in MOOC’s and other digital educational offerings. Entrepreneurs and college administrators are already heeding that siren call. Online Learning – The Chronicle of Higher Education MOOC Madness. Massive Open Online Courses Views & Research – The Conversation The Conversation about MOOCs. Educause. 7 things you should know about MOOCs. What You Need to Know About MOOCs – Technology – The Chronicle of Higher Education What are MOOCs? The End of the University as We Know It – Nathan Harden – The American Interest Magazine THE MOOC MODEL FOR DIGITAL PRACTICE: Siemens, Cormier, et alia What is a MOOC? great article collection
The Professors Behind the MOOC Hype - Technology Dave Chidley for The Chronicle Paul Gries, of the U. of Toronto, has taught MOOCs on computer science. By Steve Kolowich What is it like to teach 10,000 or more students at once, and does it really work? The survey, conducted by The Chronicle, attempted to reach every professor who has taught a MOOC. Hype around these new free online courses has grown louder and louder since a few professors at Stanford University drew hundreds of thousands of students to online computer-science courses in 2011. Princeton University's Robert Sedgewick is one of them. Like many professors at top-ranked institutions, Mr. His online course drew 80,000 students when it opened last summer, but Sedgewick was not daunted. It paid off. The Chronicle survey considered courses open to anyone, enrolling hundreds or even thousands of users (the median number of students per class was 33,000). But the participants were primarily longtime professors with no prior experience with online instruction. Why They MOOC Mr.
The MOOC Problem The purpose of education is in large part linked to its standing as a social science. Philosophers dating back to Socrates have linked education to a purpose beyond the individual, one where accrual of facts and training in skills is not the outcome or objective for the individual nor society; rather, a deeper relationship with thought and reason is necessary for the development of each person and in turn their community. This is at the heart of much great philosophy: luminaries such as Locke, Milton, Rousseau, Hume and others saw education as a continuation of society through means greater than memory recall and skilled competencies. The education discipline is built upon this theory and is at the heart of its mission: through pedagogy and methodology education can foster the growth of our culture through each person. This is not the methodology from which most outside interests view education. Hybrid Pedagogy uses an open collaborative peer review process.
IS UNIT WEB SITE - IPTS - JRC - EC MOOCKnowledge MOOCKnowledge is a 3-year study that aims to develop a knowledge base with a European view on MOOCs through continuous and systematic collection and analysis of data on existing MOOC initiatives to advance scientific understanding of this new phenomenon. The study consists of a series of surveys (in different time periods) of the learners of MOOCs offered by the OpenUpEd partners and other European providers willing to collaborate with the study. Building a knowledge base for European MOOCs The study consortium wants to make agreements with as many MOOC providers as possible to produce large-scale data basis allowing analysing the MOOC-phenomenon from a European perspective based on scientific evidence. Partners The MOOCKnowledge study is funded by the European Commission's Institute for Prospective Technological Studies (IPTS). Contact Project Leader (ICT for Learning & Skills): Yves Punie Project coordinator (MOOCKnowledge): Jonatan Castaño Muñoz
Ten Useful Reports on #MOOCs and Online Education Supported by the Norwegian Ministry of Education and Research, the International Council for Open and Distance Education (ICDE) is the leading global membership organization for open, distance, flexible and online education, including e-learning, and draws its membership from institutions, educational authorities, commercial actors, and individuals. ICDE was founded in 1938 in Canada as the International Council for Correspondence Education and today has members from over 60 countries worldwide. Recently, ICDE had provided a digest of reports and papers published over the past year on MOOCs and online education. To check out these useful reports on MOOCs and online education, here is the link. Tagged as: massive open online courses, Mooc, online education, online learning
How to Succeed in a Massive Online Open Course (MOOC) by Apostolos Koutropoulos & Rebecca J. Hogue “MOOCs provide a new methodology and modality for teaching and learning. This newness does pose some problems for learners, but also provides for exciting new possibilities. MOOCs require learners to be more proactive in their education and in building their personal learning networks (PLNs). In the past couple of years, massive online open courses (MOOCs) have become a trend among many members of the educational online community. The course Connectivism and Connective Knowledge (CCK), by Stephen Downes, has been offered at least three times since 2008, and additional MOOCs have been offered that cater to a variety of learning topics including digital storytelling, mobile learning (mLearning), learning analytics, the future of education, and instructional ideas for online success, just to name a few. The structure and design of each MOOC varies. Learners who are new to MOOCs, and who are not familiar with self-directed learning, often struggle to find their place within a MOOC.
What You Need to Know About MOOC's - Technology We'll be updating this page regularly.Please check back for updates. Call it the year of the mega-class. Colleges and professors have rushed to try a new form of online teaching known as MOOCs—short for "massive open online courses." The courses raise questions about the future of teaching, the value of a degree, and the effect technology will have on how colleges operate. If you'd like to learn more about MOOCs in a condensed format, try reading "Beyond the MOOC Hype: A Guide to Higher Education's High-Tech Disruption," a new e-book by The Chronicle's technology editor. What are MOOCs? MOOCs are classes that are taught online to large numbers of students, with minimal involvement by professors. Why all the hype? Advocates of MOOCs have big ambitions, and that makes some college leaders nervous. These are like OpenCourseWare projects, right? Sort of. So if you take tests, do you get credit? So far there aren't any colleges that offer credit for their MOOCs. Who are the major players? edX Udemy
Understanding MOOCs from the perspective of Actor Network Theory (ANT): Refraiming pedagogy and unmasking power | markusmind (Nach zwei erfolglosen Versuchen, das Paper bei einer Zeitschrift zu platzieren, stelle ich es nun hier zur Verfügung.) Understanding MOOCs from the perspective of Actor Network Theory (ANT) Refraiming pedagogy and unmasking power Massively Open Online Courses (MOOCs) are without any doubt currently one of the hottest developments in open and flexible learning as indicated by a broad mass media coverage and several scholarly events (conferences, special issues in academic journals etc). In this sense, MOOCs are portrayed as a “closed technological offering” to be utilized and acted upon according to personal learning goals. Against this background, the present paper argues that while the primacy of the individual is in favour of humanistic pedagogy (e.g., Freire, 1996), it does underestimate the importance of technology and fails to grasp its specific role for networked learning in a digital age. Introduction Actor-network Theory as a model for framing MOOCs Key ideas of ANT
Die gute Forschungsfrage – und wie man dazu kommt Posted on November 4, 2014 by sansch Für die Teilnehmer/innen Lehrgang Hochschuldidaktik T3C habe ich zusammengetragen, was gute Forschungsfragen sind und wie man dazu kommt – aus Perspektive des Forschenden als auch des/der Betreuers/Betreuerin von Studierenden. Das Ganze gibt’s vertont als Video: Oder auch “nur” die Slides zum schnellen “Durchklicken” Gefällt mir: Gefällt mir Lade... Filed under: Deutsch, lectures, oer Mit Tag(s) versehen: | hochschuldidaktik, t3c
netzwerklernen - Einleitung - Was ist Konnektivismus? Risiken und Nebenwirkungen des Konnektivismus Inhaltsverzeichnis 1. Einleitung - Was ist Konnektivismus? A New Learning theory for the digital age? Inhaltsverzeichnis - zurück zur Hauptseite 2. 2.1. 2.1.2. (beide Grafiken: Bundesministerium für Wirtschaft und Technologie, 2010) Hinweis: Zum Vergrößern bitte auf die Grafiken klicken! (vgl Initiative D21 e.V., 2010)d) Bildungsunterschiede als Exlusionsfaktor "Neuere Offline-/Online-Studien verweisen ebenfalls auf soziokulturelle und bildungsbezogene Unterschiede. (vgl: Initiative D21 e.V., 2010) Anhand der obigen Ausführungen wird deutlich, dass die diskutierten Exklusionsfaktoren die Teilhabe an modernen Informations- und Kommunikationstechnologien und somit auch an konnektivistischen Wissens- und Lernprozessen immanent beeinträchtigen. 2.1.3. 2.2.1. 2.2.2. 2.2.3. Inhaltsverzeichnis - zurück zur Haupseite 2.3. 3. Der Konnektivismus ist eine Lerntheorie, die auf der Interaktion von möglichst vielen Personen oder Personengruppen fußt.
Kosten und Wert von MOOCs am Beispiel der Plattform iMooX Original erschienen in: Dreisiebner, S./Ebner, M./Kopp, M. (2014): Kosten und Wert von MOOCs am Beispiel der Plattform iMooX, in: Köhler, T./Kahnwald, N. (Hrsg.): Online Communities: Technologies and Analyses for Networks in Industry, Research and Education, 17. Workshop GeNeMe’14, Gemeinschaft in Neuen Medien: Virtual Enterprises, Research Communities & Social Media Networks, TUDpress, Dresden, S. 191-204. A.1 Kosten und Wert von MOOCs am Beispiel der Plattform iMooX Stefan Dreisiebner , Martin Ebner , Michael Kopp Technische Universität Graz, Abteilung Vernetztes Lernen Karl-Franzens-Universität Graz, Akademie für Neue Medien und Wissenstransfer MOOCs im Kontext der OER-Bewegung Im Jahr 2002 wurde auf der UNESCO-Konferenz zur Bildung in Entwicklungsländern der Begriff Open Educational Resources (OER) geprägt (vgl. , Sebastian Thrun gegen hohe Studienkosten aus und plädiert für die Öffnung der Hochschulausbildung und Demokratisierung der Bildung (vgl.
Design a MOOC – Think Granular! Editor’s Note: This is a guest post by Elke Lackner (University of Graz), Martin Ebner and Mohammad Khalil (Graz University of Technology). You sign up for a MOOC because the topic seems to be really interesting and you have some spare time left. The first week is highly interesting and you are very active and motivated. Does this situation sound familiar to you? MOOCs and their drop-out problem It has often been highlighted that MOOCs suffer from a high drop-out rate or, to put it the other way round, from low completion rates. Week 4 is crucial What we have found out using Learning Analytics (LA) to collect and use the data of three of our courses at the Austrian MOOC platform iMooX (www.imoox.at) is that there seems to be a specific “crucial point” within a course that can be seen as a drop-out-point: week 4. We observed two interesting aspects analyzing the data of our three courses: a. Figure 1: Different types of MOOC participants b. Lessons learned 1. 2. 3. List of references