Checklist for strong elearning » Making Change
Do you want a checklist you can use to evaluate your learning design? Here’s my contribution (PDF). I’m calling it a checklist because several people have asked for one, but it’s not really a checklist. Instead of checking a box to say, “Yup, got that covered!” There are 14 items to evaluate. This range-finding approach acknowledges that we’re all facing forces that push us toward information dumps. The tool can also be used to clarify what I intend to be the end result of action mapping.
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.
Guild eBooks: Handbook on Synchronous e-Learning
January 16, 2007 The eLearning Guild’s Handbook on Synchronous e-Learning is intended for anyone who wants to produce, lead, or promote live, interactive learning events on the Web. Novices will find information on what other people are doing in this medium, which kinds of training and education are best suited to it, how to convert existing classroom content for delivery online, how to lead effective and compelling live learning events on the Web, and how to promote these events to obtain maximum participation. More experienced practitioners will find a wealth of ideas that they can use to improve or enhance their current processes. All readers will find job aids, references, examples, and information to significantly reduce the amount of time required to produce online learning events. This e Book was made possible by a generous contribution from WebEx Communications. The content of all Guild eBooks is FREE.
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?
Will We Need Teachers Or Algorithms?
Editor’s note: This is Part III of a guest post written by legendary Silicon Valley investor Vinod Khosla, the founder of Khosla Ventures. In Part I, he laid the groundwork by describing how artificial intelligence is a combination of human and computer capabilities In Part II, he discussed how software and mobile technologies can augment and even replace doctors. Now, in Part III, he talks about how technology will sweep through education. In my last post, I argued that software will take over many of the tasks doctors do today. I want to comment on what I consider a far greater misuse of talent and training: that of our children/students, mostly here talking about high school education. Identifying Emerging Trends In Education There are new key trends that I see emerging in education enabled by advancing technology: namely decentralization and gamification. Still, nearly all the attempts at technology in education have mostly failed so far, but I doubt they will continue to fail.
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?
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...
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.
