Learning online


Published on

Moodle, MOOC’s and our model for distance learning. Trying to clear up some of the vagueness around distance learning. Where we stand in regards to our work and the emerging tsunami of MOOC's.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Unless I fail totally…..
  • OnlineAsynchronousstructured
  • This is ,of course, the ideal
  • Learning communities – communities of inquiry/practice
  • This is questionable
  • I find the disjoint between this image of kids on a campus, physically actually there with the reality quite interestingFrom about page: https://www.edx.org/aboutEdX is a not-for-profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on-campus and worldwide.
  • From the site: https://www.udacity.com/us Higher education is broken with increasingly higher costs for both students and our society at large. Education is no longer a one-time event but a lifelong experience. Education should be less passive listening (no long lectures) and more active doing. Education should empower students to succeed not just in school but in life.We are reinventing education for the 21st century by bridging the gap between real-world skills, relevant education, and employment. Our students will be fluent in new technology, modern mathematics, science, and critical thinking. They will marry skills with creativity and humanity to learn, think, and do. Udacians are curious and engaged world citizens.Now we're a growing team of educators and engineers on a mission to change the future of education. By making high-quality classes affordable and accessible for students across the globe: Udacity is democratizing education.
  • https://www.coursera.org/aboutWe are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where the top universities are educating not only thousands of students, but millions. Our technology enables the best professors to teach tens or hundreds of thousands of students.Through this, we hope to give everyone access to the world-class education that has so far been available only to a select few. We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in.
  • There is much more but these voices are not nearly as loud . Aaron Bady is reliable and always worth reading (http://thenewinquiry.com/blogs/zunguzungu/)Abstracting education
  • Learning online

    2. 2. GOALS FOR THIS WEBINAR At the end of this session you should• Leave with an understanding of what ―distance learning‖ is• Understand our history of involvement with structured online courses• Be able to locate ―MOOC’s‖ on a map of distance learning
    4. 4. LEARNING AT A DISTANCE Is not a new thing • Correspondence courses (1890’s) • Radio (1930’s) • Television (1960’s) • Internet (late 1990’s)
    5. 5. THE LAND GRANT AND DISTANCE EDThe land grant attempts to open access to education to a broad populationThe presence of county offices, across NYS, embeds the institution in the communityEducators (previously county agents) facilitate the exchange of information andcreation of knowledgeLearning is both a facilitated and collaborative process
    6. 6. CURRENT DL TOOLS/TECHNIQUES We use a variety of tools for ―distance learning‖  Moodle  WebEx (previously connect)  Youtube  Camtasia  Etc…. It all depends on what you mean (and what your intent is) when talking about Dl
    7. 7. BOUNDARIES OF OUR DISCUSSION TODAY―Distance learning‖ encompasses a lot of territory.Today we’ll be focusing on: • Structured • Scheduled (with duration) • (Generally) asynchronous • Social (Not solitary)Online learning
    8. 8. INTENT AND OUR PARTICIPANTS When I think about our participants/learners:  Small groups of aspiring adults who desire to keep their minds fresh and vigorous; who begin to learn by confronting pertinent situations; who dig down into the reservoirs of their experience before resorting to texts and secondary facts; who are led in the discussion by teachers who are also searchers after wisdom and not oracles: this constitutes the setting for adult education, the modern quest for lifes meaning. Lindeman 1926a: 4-7  Lindeman, E. (1926). The meaning of adult education. New York: New Republic.
    9. 9. OUR FIRST VENTURE INTO STRUCTURED ONLINE LEARNING The How, When and Why of Forest Farming Initial development of learning content for presentation online. • Video ―modules‖ demonstrating practices Non interactive presentation of content
    10. 10. EMBRACING THE CHALLENGE OF LEARNING WITH The knowledge base • Academic knowledge constitutes a part of the overall for forest farming in • Practice based knowledge constitutes an equal, if not greater, part the Northeast is • Documenting, sharing and testing this knowledge becomes part of the learning process broadly distributed:In this case, Learning • The role of the instructor/facilitator becomes one of creating a space is a collaborative for sharing and discussion. • Expert knowledge is not held by one, but distributed among manyprocess among peers
    11. 11. SOCIAL E-LEARNING, CIRCA 2005
    12. 12. HWWFF V2 - CHOOSING MOODLESARE funded project to support developmentof the Forest Farming learning communityEvaluation of lcms packages, other softwareto host learning communitySelection of MOODLE• Integrated social features (Forums)• Assessment tools• Repository
    13. 13. EARLY LESSONS The initial run of HWWFF  Demographic diversity  Participants ranged in age from mid-twenties to seventy plus  Technical challenges  Access to video content is problematic on a dial up connection  Alternative provision of video content was needed (cd’s)  Questioning the value of free  Erratic participation
    14. 14. EXPANDING OUR PORTFOLIO The potential of distance learning as a viable method for engaging learners, and creating opportunities for participatory, social learning was demonstrated (albeit with some qualifications) by the successes of the HWWFF Subsequent courses developed included:  Grafting ( a remaking of an existing course by Ken Mudge)  Organic Gardening  Internal (Staff) development courses
    15. 15. CURRENT EXAMPLES Beginning Farmers Program Botanical Illustration Permaculture Suffolk County courses PMEP
    16. 16. WE ARE NOT MASSIVEOur (CCE) online courses generally have between 15-40participants per ―session‖ • This represents what our experiences have shown to be effective for engaging in social e-learning • At the upper end (30 to 40 participants) there are often 2 instructors/facilitators • This insures adequate and timely responses to forum postings, assignments etc…
    18. 18. MOOCMANIA Massive Open Online Course  Massive | 100’s to Thousands of participants  Open* | (theoretically) accessible, reusable  Online | Online  Course | Structured learning content
    19. 19. MASSIVELY OPEN ONLINE COURSES Educause – (3 of)7 things you should know about MOOCs a massively open online course (MOOC) is a model for delivering learning content online to virtually any person—with no limit on attendance—who wants to take the course. A MOOC throws open the doors of a course and invites anyone to enter, resulting in a new learning dynamic, one that offers remarkable collaborative and conversational opportunities for students to gather and discuss the course content. the most significant contribution is the MOOC’s potential to alter the relationship between learner and instructor and between academe and the wider community
    20. 20. MOOC MADNESS SWEEPS THE NATION • Thomas Freidman January 26,2013 New York Times Revolution Hits the • ―Nothing has more potential to lift more people out of Universities poverty … Nothing has more potential to unlock a billion more brains to solve the world’s biggest problems. ‖ California universities see future in online • Press-Telegram Long Beach, CA. February 17, 2013 classes MOOCs: A College • David Skorton and Glenn Altschuler, January 28, 2013 Education Online? Forbes
    21. 21. EDX
    22. 22. UDACITY
    23. 23. COURSERA
    25. 25. COUNTERING VOICES A selection of voices counter to the MOOC madness: • For Whom Is College Being Reinvented? • http://chronicle.com/article/The-False-Promise-of-the/136305/ • Unthinking Technophilia • http://www.insidehighered.com/views/2013/01/14/essay-says- faculty-involved-moocs-may-be-making-rope-professional-hangings • Inequality in American Education Will Not Be Solved Online • http://www.theatlantic.com/technology/archive/2013/01/inequality- in-american-education-will-not-be-solved-online/267189/ • Tree Sitting • http://thenewinquiry.com/blogs/zunguzungu/tree-sitting/
    26. 26. IS THIS REALLY THE FUTURE? The flurry of • Revolutionary aspirational, optimis tic language • Transformative promoting MOOC’s • Reinventing education And MOOC’s may be all of the above but the question is after the revolution - after the transformation and re-invention – what does education look like?
    27. 27. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.CONTACT Paul Treadwell  pt36@cornell.edu  @ptreadwell  http://www.paultreadwell.com March 27, 2013