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The students in Professor Cathy N.
Updated version of this chart diagramming the transition from traditional learning to personalized learning, based on feedback received from their course on the subject. Basically it maps the progression from dependence on a teacher and learning environment to independence of the learner and involvement of the wider community. I don't like the use of Slideshare to present the document; you can create perfectly good tables in HTML.[Link] [Comment]
This diagram should give anyone thinking a PhD leads to a career as a professor some cause for doubt. It does lead to such a carrer - being a necessary condition for employment - but only for about one person in 200. The rest go on to careers in government, in industry, or in another field altogether. "The time to start thinking about what next is very early on in the PhD, in order to give oneself time to explore one’ s skills, strengths and weaknesses." Me, I have always had other projects on the go - my academic studies only every occupied maybe 25% of my attention. Even while studying philsophy, I was messing around with computers, writing and editing newspapers, being a political activist, and teaching a variety of subjects. Develop an academic depth, yes, but develop a trade too.[Link] [Comment]
I ask my students, “If you were a gladiator, which technology would you prefer: a trident, a net, or a wooden sword?” It is a question I would like you to consider; a question to which I will return.
This is a quick overview of a variety of different digital pedagogy exercises and assignments I have developed for my traditional literature seminars and feminist, gender and sexuality classes at Stanford this past year. Please take a look–feedback welcome!s
Here are the links to Steve Wheeler's series on the survival of higher education:
The conclusion to this series is, sad to say, weepy. "It is up to the institution, through clear leadership, strong support of innovation and the adoption of a culture of blame-free experimentation, to ensure that new ways of using technology are discovered and that technology becomes embedded into the fabric of education programmes." Oh! Please help us see the way, oh magnificant leaders! Bleatch.[Link] [Comment]
This came out about a month ago but according to my logs I haven't mentioned here yet, so here goes. First, let me quote Laurillard's five myths:
The essence of her criticism is that "a course format that copes with large numbers by relying on peer support and assessment is not an undergraduate education... it requires personalised guidance, which is simply not scalable in the same way."
I think we both agree that MOOCs - even cMOOCs - are not an undergraduate education. The question, though, is broader. Is an undergraduate education what we need in order to meet the social and economic challenges of the day? If we started our students off differently, could they succeed in a technology-rich environment wihtout the need for so much personal attention and hand-holding? A lot rides on the answer to this question. And the MOOC - even the xMOOC - is an attempt to look at some possible answers.[Link] [Comment]
The internet has been full of "snow days become e-learning days" over the last few days, not surprisingly. It's common for writers to try to seize on current events to draw readers to their posts. What's interesting is that after enough of this 'snow days' talk, people will realize that you don't have to have snow in order to have e-learning days. What then? p.s. here's Part 2.[Link] [Comment]
"Which is the 'community' of a MOOC?" asks Matthias Melcher. It's a good question. I'm pretty hesitant to use the term 'community' too loosely - it represents a lot of good things, like diversity and interaction and all that, but community also can represent bad things, like conformity, in-groups and cliques, exclusion and a narrow vision. As Melcher says, "the word has many connotations of a close or narrow grouping, with many senses like religious fold or congregation, or confraternities and comradeships." So I prefer 'network'. And I prefer the idea of course as 'network' rather than 'community'. And more: there is so much more to this work than community. Rainforests, for example. Related: thoughts about community as curriculum, by Jenny Mackness. And community my curriculum? by Jaapsoft.[Link] [Comment]
Eventually we'll be referring to these in generic terminology, 'wired glasses', say, but for now the technology is still called 'Google Glass' and shows no sign of a new name. And as a new technology it is still in the 'try and see' stage in schools (which is where it should be). Eventually there will come the best pracxtices and the experimental studies and heaps of academic papers and new experts and all the rest. But today, it's still fun. See also: Google Glass in class, by Kathy Schrock.[Link] [Comment]
The information below is copied from the About You page of the FutureEd MOOC. The markers on the map were placed by the participants of the FutureEd MOOC, and the data for the infographics (courtesy of Kim Manturuk of Duke University) is from the pre-course survey that participants took.
We are so excited and privileged to learn together with people from around the world!
I'm wrestling internally with myself about how much I should care about Coursera being blocked in countries like Iran, Syria and Cuba. On the one hand, it's just internal US politics, and it doesn't matter to me whether some US company is blocked by its own government from sending free videos to the rest of the world. On the other hand, it's a law that I'm told wouldn't even apply if Coursera removed the login reqauirement from its service. This is what makes it a 'commercial service' under US law (accurately, too, as they're no doubt monetizing login information; why collect it otherwise?). And it's interesting to see (and encourage) efforts like this Diigo group to free Coursera content so it can be viewed openly (how long before Coursera clamps down on this, becoming officially a locked-content provider?). And I do think people in Iran, Syria, Sudan and Cuba - and any other place with a government we're not supposed to like - should be able to access open online learning. But I'm back to: it's just Coursera being Coursera, why should I care? The rest of the world is filled with cool stuff.[Link] [Comment]
Pearson is offering a commercial version of a badge platform that support's Mozilla's backpack standard. Dows anyone care to lay odds on how long it will be before Pearson adds proprietary commercial-only elements to its badge platform, in an effort to squeeze open source badges out of the picture? Ah, but maybe I'm being too cynical. According to the story, the badges will complement “ a paper-based representation of a credential by providing proof of an earner’ s achievement in a web-enabled format that can be validated quickly and easily.”[Link] [Comment]
This is one of those projects I like a lot. Edward Tanguay has been watching MOOC videos at a terrific clip and has been posting summaries pn his website. People learning English will especially appreciate the work as there is a vocabulary section attached to each video, and fill-in-the-blank word lessons. Tanguay is also learning Italian and includes links to Yabla videos (these are less useful as Yably is a subscription site).[Link] [Comment]
The gaming world is still abuzz about a massive battle that took place in Eve, an online multiplayer roleplaying game (MMORPG). To put this into perspective, the battle was between two coalitions of forces and involved thousands of individual players. Because in-game assets can be bought and sold, it is possible to attach a price to the battle as well: $300,000. The players are not people who sign up one day and never show up again - they invest hours, days, even years, into developing resources and skills. Things like Eve may just be a game, but they point the way clearly to the future of online learning. Take note.[Link] [Comment]
This is a book-length collection of essays on MOOCs and MOOC pedagogy. You'll find my name as a co-author in Challenges for conceptualising EU MOOC for vulnerable learner groups (though my contribution to the paper was minimal). There's a lot of work in the volume as a whole on student success, self-regulation and persistence in MOOCs, as well as cultural aspects and the use of video. I haven't had the chance to read all the papers, but I've seen enough that I'm comfortable recommending this volume as a whole.[Link] [Comment]
This is a lightly edited transcript of an interview I had with Juergen Rudolph a few weeks ago. A few important points: first, "(A MOOC) is not a group of people trying to reach some destination together. It’ s a place where individuals pursuing their own interest and objectives can interact in a way that mutually supports each other." Also: "the concept of MOOCs is open online learning in a networks kind of infrastructure. This is not simply a teaching mechanism. This is a social perceptual mechanism. A MOOC is a perceptual device for recognising whether a person is capable and competent in that subject area."[Link] [Comment]
So now that george Siemens is leaving the country, everyone wants to interview him! Just kidding, of course. But it is interesting to see the attention he's getting (not that it isn't deserved), especially when you consider where else the press has focused its attention in the last couple of years. As Siemens says, "Regarding Thrun and Udacity, I think the gloating is absolutely justified because this was an individual that was able to get front page coverage in the New York Times and USA Today for saying really absurd things."[Link] [Comment]
I have mentioned in previous posts that I've recently become Program Leader for something called Learning and Performance Support Systems. Well our new program now has an official presence. It's just an information page for now, but as you can imagine, it takes quite a lot behind the scenes to have the program recognized and promoted by the institution. En franç ais aussi.[Link] [Comment]
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