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?
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.
Welcome to CCK11 ~ CCK11 Pedagogy First! Here I go thinking that I can quickly finish this task as I’m on catch up mode big time. I should have known better!! Having watched the video and read the articles, I am left thinking about Issac Asimov’s Foundation series. First the video I usually turn up my nose at theory as I see myself as a more application person, but the content of this video totally hooked me. As time went on and as my study needs changed, I moved to extramural study (management and maths) in the late 1980s to the early 2000s. Coming back to face to face teaching (IT) in the mid 200s was an interesting time because the Internet was here and making a big impact. Now of course, we are hit by the Web 2.0 tools and I have been introduced to the connectivism mode which this course is all about – designing my own learning environment, finding out what works for me and trying new things. If I look at my teaching style, I am definitely of the constructivism mode. An example of this from my current teaching.
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 #MOOC discourse continued #eduMOOC I read this post on MOOC with interests. So… what should be done about MOOCs? Refuse to stand on the sidelines. Ignoring MOOCs is not a good idea. This leaves two primary options: Offer your own. You’re either in or you’re out. I would like to view MOOC from a learner-centred perspective and explore its educational values when delivered by institutions. I am still reflecting on the significance of MOOC in higher education as posted here. Have we tried our own MOOC(s)? In CCK11 on Net pedagogy on the Role of the Educator: How often do we read about the importance of teachers in education? There has been a lot of promotional news about the AI course offered by Stanford University. Though offering a MOOC sounds exciting, I think we need to ask the following basic questions: 1. 2. 3. 4. 5. 6. Critical questions as a follow through Mary’s inquiry on Facebook: How would a knowledge in AI help the learners in learning through the course? Like this: Like Loading...
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]
MOOC and schools This week I answer to a survey of Liz, and the month of January I answered to another survey. Always will be hard to explain Mooc, because everyone wants answers that are similar to the responses of old research. The questions are also very similar to the known research. Today I'm reflecting with readings of my friends Mooc. After the CCK11 felt immense freedom in letting go my thinking on the issues. But I write for myself and not for people. In the last day to think back the difference between participating and interacting. Jaap writes that there was no goal, and I also do not write about goals. Scott wrote on my blog about research into dance, thanks. This Sunday I visited a school and I was depressed. the spaces seemed to be the zoo cages. But what I learned, I think the appendix faster, my responsibility to know about the digital literacy of my students.
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.
Connective Learning: Challenges for Learners, Teachers, and Educational Institutions By Claude Almansi Editor, Accessibility Issues ETCJ Associate Administrator The International Review of Research in Open and Distance Learning (IRRODL) has dedicated a special issue to “Connectivism: Design and Delivery of Social Networked Learning” (March 2011), edited by George Siemens (Athabasca University, Canada) and Grainne Canole (Open University, UK). This special issue is not meant as a definitive sum on connectivism but rather, as Terry Anderson, editor of IRRODL, put it in his announcement on the Instructional Technology Forum mailing list: … a challenge and request that we spend more effort into trying to understand if connectivism has approaches and delivers important insights and practical designs into the increasing networked learning context in which we function. Learning is connective This is not just a bias of ours. Almost half a millennium earlier, Pierre Eyquem, seigneur de Montaigne, decided that his baby son Michel should learn Latin. An Italian MOOC Conclusion
Research publications on Massive Open Online Courses and Personal Learning Environments People interested in Massive Open Online Courses will probably be aware of the research by Helene Fournier and me on Personal Learning Environments and MOOCs. We carried out research in the MOOC PLENK2010 (The MOOC Personal Learning Environments Networks and Knowledge that was held in the fall of 2010). The data collected on this distributed course with 1641 participants has been massive as well. Its analysis has kept us and some fellow researchers busy over the past year. The research has resulted in a number of publications and I thought it might be useful to post links to all of our journal articles, conference papers and presentations that were published in relation to PLEs and MOOCs in one space. Fournier, H., Kop, R., and Durand, G. (2014), Challenges to research in Massive Open Online Courses, Merlot Journal of Online Learning and Teaching, Vol. 10, No.1, March 2014 Kop, R. (2012) The Unexpected Connection: Serendipity and Human Mediation in Networked Learning.