Moodle MOOC 2: Learning via teaching and sharing online


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It's said that the best way to learn is to teach it. I have learned most of the things through self-initiatives and in collaboration with colleagues by sharing my thoughts and learning from theirs.

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Moodle MOOC 2: Learning via teaching and sharing online

  1. 1. Learning via teaching and sharing online Ramesh Sharma Moodle MOOC 2 26 October 2013
  2. 2. A Childhood Riddle... Dr Sanjaya Mishra, Director, CEMCA
  3. 3. LOVE
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  6. 6. Richard Branson
  7. 7. Personalized And Diverse Approach
  8. 8. Cone of Learning?: Edgar Dale
  9. 9. Kellogg Commission, 1999
  10. 10. Recommendations of Kellogg Commission • Making lifelong learning part of the core public mission • Creating new kinds of learning environments • Providing public support for lifelong learning
  11. 11. Principles of Design • Learning depends wholly on what the student does; only indirectly on what the teacher or the university does. • Analysis of student behaviors begins with the analysis of the learning task. • We must not use technology just because it is available. We must use it when, and only when, we can see how it will enable us to do the educational job better. Goodman, Paul: Technology Enhanced Learning - Opportunities for change, 2002, Lawrence Erlbaum Associates
  12. 12. Academic Storm Image source:
  13. 13. Challenge of excellence Greg Light, Roy Cox, & Susana Calkins "Learning and Teaching in Higher Education" Academic Storm • Increasing calls for accountabiliy and excellence • Globalisation • Forces of commercial exchange
  14. 14. Burden remains... • Facutly-student ratio • teacher time • assessment responsibility • Feedback • Research • Scholarship activity Image source:
  15. 15. Change in relationship Knowledge Higher Education Society
  16. 16. Communication...
  17. 17. Transformations in classroom... • • • • • • • • • • • Video recording Podcasts Wiki Blog Microblogging Social Networking Cell phones / Smart phones Texting / instant messaging Tablets Live streaming ... more....,_Sousse_Tunisie.jpg
  18. 18. Laws of Prediction (Arthur C. Clarke, 1973) "When a distinguished but elderly scientist states that something is possible, he is almost certainly right. When he states that something is impossible, he is very probably wrong" (p.14)
  19. 19. Profiles of the Future • "The only way of discovering the limits of the possible is to venture a little way past them into the impossible" (p.21) • "Any sufficiently advanced technology is indistinguishable from magic" (p.36) Clarke, Arthur C. (1973). Profiles of the future: An enquiry into the limits of the possible, New York: Harper & Row.
  20. 20. Distruptive Technologies
  21. 21. Disruptive innovation
  22. 22. Trends in Learning... • Learners moving into a variety of different, possibly unrelated fields • Informal learning: gaining prominence • Formal education: going backstage? • Learning: through communities of practice, personal networks, and through completion of work-related tasks. • Learning is a continual process, lasting for a lifetime. • Learning and work related activities are no longer separate. In many situations, they are the same.
  23. 23. Trends in learning... • Technology: altering (rewiring) our brains. • The tools we use: define and shape our thinking. • The organization and the individual: both learning organisms. • Processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology. • Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
  24. 24. Sharing and learning
  25. 25. Open Educational Resources At the magnificent Ancient Library of Alexandria (283 BC – 391 AD), scribes borrowed books from around the known world, copied and returned them. This provided 'open education resources' to the most famous thinkers of the world who flocked to Alexandria to study. Source- Wayne Mackintosh in an OERu communication Image source:
  26. 26. “We want to build an Alexandria for black Africa” In Timbuktu families wrote scrolls to preserve truths and knowledge in arts, medicine philosophy and science. These handwritten collections of manuscripts (13th to 20th century) were passed from generation to generation, creating a resource with an estimated total of 700 000 works to share with the world. The North-West University, with its roots in the African continent, regards the participation in the OERu network as the ideal opportunity for Africa to once again be a major role player in the provision of meaningful study opportunities to the “famous thinkers” of the world. The stellar work done in Timbuktu bears testimony to the fact that we Africans know how to preserve and repurpose educational resources! Under the leadership of Mr Nelson Mandela, South Africa as a nation became known as a symbol of reconciliation and sharing. South Africans know how to share and work together today to create a better world for tomorrow. The North-West University, as a provider of higher education, participated in the building of a democratic South Africa and knows that we have both the experience and will to make a meaningful contribution to see the mandate of the OERu realised." Image source: - Wayne Mackintosh: On joining North-West University - Africa's second OERu anchor partner to OERu Slide heading source:
  27. 27. image source:
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