Welcome to CCK11 ~ CCK11

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.

Aprendizaje Informal y Web 2.0 Este post es una traducción de mi blog en Inglés. Me gusto, así que decidi compartirlo para ver que opinan. Según Coombs (1985), aprendizaje informal es el aprendizaje espontaneo, no estructurado que ocurre en nuestras actividades diarias, las cuales toman lugar en distintos ambientes.Cuando recibe los comentarios a mi anterior post, me di cuenta que aquellas personas que lo visitaron, lograror imaginar nuevas oportunidades de aprendizaje movidas por su deseo de aprender. Y tú, cuántas cosas nuevas has aprendido informalmente en la red ? Saludos Luis

Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What is constructivism? Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. You might look at it as a spiral. For example: Groups of students in a science class are discussing a problem in physics. Contrary to criticisms by some (conservative/traditional) educators, constructivism does not dismiss the active role of the teacher or the value of expert knowledge.

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?

At a previous point in my career, I benefited from professional development, autonomy in my classroom, and a superb technology infrastructure to become a connected, inspired and effective educator. Now, with the current climate in the field of education in the U.S., I fear that other teachers will lose, or never even experience, similar opportunities. As an education technology advocate interacting with teachers in a variety of settings, I see that our students are receiving vastly different types of education. This divide trickles specifically down to the educational technology experiences our students are receiving in schools, too. For approximately the past 20 years, I’ve mainly worked in urban educational settings ranging from a Catholic elementary school to inner city neighborhood schools to a highly successful independent school. Not only have I seen the predictable imbalance of resources in these schools, but I have also seen distinctly different sets of educational values.

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?

Primaverizad@s "Primaverizar" -creo- no existe en castellano, pero en portugués sí parece que se emplea. Y su significado parece fácil: llenar de primavera. Y es que, incluso aquí, en Canarias, el invierno se nos hizo largo y frío. Hasta este blog pareció quedarse congelado en un post de ausencias y tristezas... Aunque es cierto es que no he estado quieto todo este tiempo, he estado "potachovizando", haciendo visibles las personas invisibles que trabajan con TIC, primero los/as docentes y luego extendiéndolo a aquellas personas que leo en Twitter o en blogs y que me aportan ideas, colaboración, curiosidad. La "potachovización" es un mensaje irónico frente a quienes quieren mantener su vieja visión, sus imágenes y cerebros de corbata, o sotana, almidonada. 315 personas tienen ya su avatar potachovizado, y casi 50 lo usamos a diario. O lo usábamos, porque he decidido que, si la Primavera no viene, yo voy a "primaverizar", a llenar de flores las fotos de estas personas. Y a: Y aquí lo dejo. ¿Lo dije ya?

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 coming melt-down in higher education (as seen by a marketer) For 400 years, higher education in the US has been on a roll. From Harvard asking Galileo to be a guest professor in the 1600s to millions tuning in to watch a team of unpaid athletes play another team of unpaid athletes in some college sporting event, the amount of time and money and prestige in the college world has been climbing. I'm afraid that's about to crash and burn. Here's how I'm looking at it. 1. Pick up any college brochure or catalog. Stop for a second and consider the impact of that choice. This works great in an industrial economy where we can't churn out standardized students fast enough and where the demand is huge because the premium earned by a college grad dwarfs the cost. 2. As a result, there are millions of people in very serious debt, debt so big it might take decades to repay. This leads to a crop of potential college students that can (and will) no longer just blindly go to the 'best' school they get in to. 3. Why do colleges send millions (!) 4. 5.

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]