MOOC Symposium at the MOFET institute
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MOOC Symposium at the MOFET institute

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MOOC Symposium at the MOFET institute MOOC Symposium at the MOFET institute Presentation Transcript

  • Connectivist Massive Online Open Course (cMOOC) Through the Lens of Teacher Education Dalit Levy and Sarah Schrire Kibbutzim College of Education, Technology & Arts Tel Aviv, Israel The 6th International Conference on Teacher Education: Changing Reality Through Education MOFET Institute, Tel Aviv, July 4, 2013
  • WHAT SHOULD TEACHER EDUCATORS DO? MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts • Examine models for learning and teaching • Provide experiences that prepare future teachers for education in the digital age and for work in the knowledge economy
  • WHAT IS LEARNING? Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Commognition Thinking as communicating Learning as communicating To learn is to take part in a conversation Learning outcomes are products of collective doing “…thinking is an individualized form of interpersonal communication… whatever one creates is a product of collective doing. Even when sitting alone at her desk and deeply immersed in thoughts, a person is engaged in a conversation with others.” (Sfard, 2008) Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. (pp. xiii - xix) Cambridge, UK: Cambridge University Press. BI MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • AI (After the Internet): CONNECTIVISM Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts • knowledge is distributed across a network of connections • learning consists of the ability to construct and traverse those networks (commognition?) Connectivism is the combined effect of three components: chaos theory, networks, and the interplay of complexity and self-organization. George Siemens, Stephen Downes, Dave Cormier MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • THE FIRST MOOC Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts • Connectivism and Connective Knowledge (CCK08) • Offered by the University of Manitoba, Canada • Facilitated by Siemens and Downes • The term MOOC was coined by Dave Cormier • Regarded MOOC as a practical implementation of the theory of Connectivism MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • THE FIRST MOOCs WERE cMOOCs Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts 2009, 2010, 2011 - • MOOC From August 2011 - • Connectivist Massive Open Online Course • cMOOC vs. xMOOC • Rizhomatic vs. Stanford/MITx version • Canadian vs. Silicon Valley Narrative MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • THE MOOC CONVERSATION Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts The Connectivist Model “…highly social. The learning comes from content presented by a lecturer, and then dialog via social media, where the contributions of the participants are shared.” • CCK08, CCK09, CCK11 • PLENK2010 • MobiMOOC (2011) • LAK11 • DS106 • CHANGE (began 2011, ended 2012) … The “Stanford” Model “The goal is to ensure a high quality learning experience to anyone with sufficient technical ability and access to the Internet... the experience is, effectively, solo.” • Udacity • Udemy • MITx • EdX • Coursera • Khan Academy (Clark Quinn, February 29, 2012) THE MOOC CONVERSATION MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts The Connectivist Model “…highly social. The learning comes from content presented by a lecturer, and then dialog via social media, where the contributions of the participants are shared.” • CCK08, CCK09, CCK11 • PLENK2010 • MobiMOOC (2011) • LAK11 • DS106 • CHANGE (began 2011, ended 2012) … The “Stanford” Model “The goal is to ensure a high quality learning experience to anyone with sufficient technical ability and access to the Internet... the experience is, effectively, solo.” • Udacity • Udemy • MITx • EdX • Coursera • Khan Academy (MIFRAS blog, May 16, 2013) THE MOOC CONVERSATION MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • THE MOOC INFOGRAPHIC Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • THE MOOC INFOGRAPHIC Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Learning Experience I, 10.10.10 PLENK2010 - Massive Open Online Course Many resources, many participants, many communication types “all-at-once-ness” THE cMOOC EXPERIENCE MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Learning Experience II, 05.16.12 During the last synchronous session of “the mother of all MOOCs” (11:50-11:54) THE cMOOC EXPERIENCE MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Learning Experience II, 05.16.12 THE cMOOC EXPERIENCE MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
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  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts 4 types of cMOOC activities: • Aggregate – read, watch and play with various resources • Remix – keep track of it all, using various (web) technologies of one’s choice • Repurpose – constructing personal accounts, composing own thoughts, creating new understandings of the course subject • Feed Forward – share the learning with others, when and where each person chooses to do so THE cMOOC EXPERIENCE MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Learning Experience III Imagine yourself participating in a synchronous MOOC session while the facilitators and the other participants are speaking a different language than you do Read Write Listen THE cMOOC EXPERIENCE MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • SO… WHY? Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts The importance of experiencing learning in cMOOCs in Teacher Education Programs: • It’s available for free • It’s “IN” • It’s how (some of our) students are/will be learning in the future MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY • Examine models for learning and teaching • Provide experiences that prepare future teachers for education in the digital age and for work in the knowledge economy
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts (Levy, 2011) 20th century education: From one (teacher) To many (learners) 21th century education: From many (info resources) To one (learner) SUMMARY MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY
  • Levy & Schrire, Kibbutzim College of Education, Technology, and the Arts Current and future teachers should: • Participate in cMOOCs as learners • Gain experience in facilitating learning in cMOOCs • Be involved in the MOOC conversation • Take part in the process of instructional design of MOOCs (c and x alike) This implies also for current and future teacher educators! SUMMARY MOTIVATION LEARNING CONNECTIVISM THE 1st MOOC MOOC CONVERSATION MOOC INFOGRAPHIC cMOOC EXPERIENCE SUMMARY