This document discusses different types of Massive Open Online Courses (MOOCs). It outlines connectivist MOOCs (cMOOCs), which focus on networking and knowledge sharing; xMOOCs, offered by companies like Coursera and Udacity, which feature video lectures and automated grading; and task-based MOOCs that center around community projects. The document also notes that while MOOCs aim to provide open education, concerns exist around the role of corporations and commercialization of the MOOC model.
This was a course assignment when I was studying at FPT University where we had chances to talk about what we were interested in in front of the class. I was dreaming of a MOOC platform for Vietnamese during that time. I hope that these slides from my coursework will be useful for those who are looking for an overview of MOOCs, or attempt to do business with it. Also on the ending slide, I talked about my personal idea for running a Mooc platform. Sit down and enjoy!
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
This was a course assignment when I was studying at FPT University where we had chances to talk about what we were interested in in front of the class. I was dreaming of a MOOC platform for Vietnamese during that time. I hope that these slides from my coursework will be useful for those who are looking for an overview of MOOCs, or attempt to do business with it. Also on the ending slide, I talked about my personal idea for running a Mooc platform. Sit down and enjoy!
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Everything you always wanted to know about MOOCs but were afraid to ask.Lorna Campbell
Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Evolution of the web usage for teaching and learning. How to exploit the Web 2.0 potential in learning and teaching activities. How we will exploit the Semantic Web / Web 3.0 technology for Knowledge building
Promoting Collaboration in Open Online ProgramsTom Mackey
As part of this year's Association for Continuing Higher Education (ACHE) Northeast Metropolitan Spring Conference, CDL Dean Tom Mackey presented, "Promoting Collaboration in Open Online Programs." This year's conference was sponsored by the Stony Brook School for Professional Development and took place on Friday, June 14, at Stony Brook University in Manhattan. The theme of this year's event was Distance Education: Access, Quality, Opportunities, and Cautions.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
This talk by Dave Cormier and Bonnie Stewart for the T3 conference at St. Norbert College, explores the ways in which digital technologies open up that “how” of teaching and learning to enable new structures and forms for communications. Digital tools, concepts, and practices open up the walls of classrooms and of scholarship, and thus have far more significant - and hopeful, if complex - implications for academia than content-based debates allow us to grapple with. This presentation will outline ways in which digital networks fundamentally challenge traditional narratives surrounding higher education, and frame possibilities that arise when we think of education in terms of connection rather than content. It will examine what it means to succeed as learners, scholars, and institutions in a time of knowledge abundance, and open up ideas for ways forward.
Second of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at two kinds of response to the digital revolution, a critical/intellectual response and a felt response.
This is the presentation I gave for the ACRL webcast on 5/22. "Technology is enabling Higher Education to change more in the next ten years than it has in the past hundred. Massive Open Online Courses (MOOCs) are potentially one such technological innovation and have generated a lot of press in the past year. This live, interactive webcast will focus on the role of the librarian in these online courses. First, we will examine what librarians are currently doing to provide support for these institutional course offerings. Next, we will discuss possible future roles that librarians can play as MOOCs move from the margins to the mainstream."
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
Everything you always wanted to know about MOOCs but were afraid to ask.Lorna Campbell
Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)Mark McGuire
See the version with audio and slides: http://goo.gl/gkZR8.
These are the slides from a seminar presentation that I presented on 28 June at the University of Otago. You can hear (and download) the audio (MP3) on UniTube (http://goo.gl/3F7IR). Even better, you can see (and download) the slides and hear the audio together on my blog (http://goo.gl/gkZR8).
Feel free to contact me at mark.mcguire@otago.ac.nz.
"Open Educational Resources: It’s not the artifact, it’s the process". Presented at the Open Educational Resources Seminar, University of Otago, 28 June 2012
Abstract
If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences. Resources can be used to prompt and fuel conversations, and the results of one conversation can be saved and used as fuel for another, but it is the way in which they are created and used that determines their effectiveness in learning contexts. In this talk, I will use examples from several open courses to explore the nature of digital resources and discuss how they are used to enable constructive engagements between networked learners. I suggest that, although appropriate resources are an important part of the learning process, we need to pay more attention to the design of the structures and networks in which they are generated and circulated.
Evolution of the web usage for teaching and learning. How to exploit the Web 2.0 potential in learning and teaching activities. How we will exploit the Semantic Web / Web 3.0 technology for Knowledge building
Promoting Collaboration in Open Online ProgramsTom Mackey
As part of this year's Association for Continuing Higher Education (ACHE) Northeast Metropolitan Spring Conference, CDL Dean Tom Mackey presented, "Promoting Collaboration in Open Online Programs." This year's conference was sponsored by the Stony Brook School for Professional Development and took place on Friday, June 14, at Stony Brook University in Manhattan. The theme of this year's event was Distance Education: Access, Quality, Opportunities, and Cautions.
Connecting beyond content - The Impact of the Digital on Higher EdDave Cormier
This talk by Dave Cormier and Bonnie Stewart for the T3 conference at St. Norbert College, explores the ways in which digital technologies open up that “how” of teaching and learning to enable new structures and forms for communications. Digital tools, concepts, and practices open up the walls of classrooms and of scholarship, and thus have far more significant - and hopeful, if complex - implications for academia than content-based debates allow us to grapple with. This presentation will outline ways in which digital networks fundamentally challenge traditional narratives surrounding higher education, and frame possibilities that arise when we think of education in terms of connection rather than content. It will examine what it means to succeed as learners, scholars, and institutions in a time of knowledge abundance, and open up ideas for ways forward.
Second of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks at two kinds of response to the digital revolution, a critical/intellectual response and a felt response.
This is the presentation I gave for the ACRL webcast on 5/22. "Technology is enabling Higher Education to change more in the next ten years than it has in the past hundred. Massive Open Online Courses (MOOCs) are potentially one such technological innovation and have generated a lot of press in the past year. This live, interactive webcast will focus on the role of the librarian in these online courses. First, we will examine what librarians are currently doing to provide support for these institutional course offerings. Next, we will discuss possible future roles that librarians can play as MOOCs move from the margins to the mainstream."
An overview of the Wisconsin Decorative Arts Database digital collection, presented for the Knitting Heritage Museum: Work In Progress symposium in Madison, Wisconsin on November 9, 2012.
Overview of a collaboratively taught primer for teachers in World of Warcraft or other MMORPGs who would like an overview of the critical thinking and game mechanics involved in end game content in WoW. Developed by Inevitable Instructors part of the Inevitable Betrayal guild and Horde side hosts.
https://www.youtube.com/watch?v=M3Xc58pplg4&feature=plcp
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Creating Value Beyond the Firm's Boundaries: Networks, Social Media, and Virt...Robin Teigland
A presentation on networks, social media, and virtual worlds I made for a group of Swedish journalists as well as the Swedish Public Relations Association (Sveriges Informationsförening) in April 2010.
Massive Open Online Courses and the New Game of Higher EducationBonnie Stewart
Explores the emerging - and diverging - models of Massive Open Online Course (MOOC) offerings, and how Connectivist MOOCs and Xmodel MOOCs such as EdX, MITx, Udacity et al reflect very different visions of the changing game of higher education.
Information and Technology Literacy in the Time of the Fancy Bear center4edupunx
Just in Time (Rapid Response) Webinar
Technology Literacy Special Interest Group
eLearning Consortium of Colorado http://elearningcolorado.org/wordpress/
Technology Literacy MOOC https://cotechlit.wordpress.com/
Introduction Hangout for the Metagame Book Club's May 2017 Reading of Ender's Game. This book club is a collaboration between ISTE Games & Sims Network and Inevitable Instructors.
Join our subreddit to discuss the book during the month of May. https://www.reddit.com/r/ender4edu/
Intro to Blockchain Revolution (Google Hangout Slides)center4edupunx
During June and July 2016, educators in the ISTE Games & Simulation Network and Inevitable Instructors are reading about and discussing blockchain.
Discussants: Doug Levin, Chris Luchs, Tanya Martin and Kae Novak
Metagame Book Club https://sites.google.com/site/metagamebookclub/home
Week 1 Introduction https://sites.google.com/site/metagamebookclub/cs-blockchain/week1-blockchain
Google Hangout Video https://youtu.be/b8mvNK7JfSM
So You Think You Can Tweet....in Multiple Languagescenter4edupunx
Global Education Conference Session 2015
The ISTE Games & Simulations Network, ISTE Mobile Learning Network and ISTE Global Collaboration Network are collaborating on a scheduled multilingual tweetchat that anyone can join. Come learn what we learned from putting on a 30 minute synchronous and 24 hour slow tweetchat that went out in 3 languages but grew to 8 languages. We will also discuss the threefold purpose of the #globalgamechat. Its purpose is to 1) have educators sharing information in the language of their choice 2) broaden the discussion of games for change, social action and global understanding 3) give educators and their students an opportunity to participate in a multilingual event.
Link to GlobalEdCon Session Proposal (full URL with http://): http://www.globaleducationconference.com/forum/topics/so-you-think-you-can-tweet-in-multiple-languages
Other Websites / URLs Associated with Your Session: ISTE Games and Simulations Network ISTE Global Collaboration Network ISTE Mobile Learning Network Global tweetchat https://globaltweetchat.wordpress.com/ Games for Change as a Resource (ISTE Metagame Book Club) https://sites.google.com/site/metagamebookclub/games-for-change-recap
How Students Are Using Online Learning Skills In Games But Not in Your Classcenter4edupunx
Presented by Kae Novak and Farah Bennani
Colorado Distance Learning Association
9/24/15
Associated professional development organizations
ISTE Games and Simulations Network bit.ly/gsnetworklive
Metagame Book Club bit.ly/gsnetworklive
Inevitable Instructors/ Inevitable Betrayal bit.ly/gsnetworklive
ISTE Games & Sims Network Conference Preview
Games & Sims Website bit.ly/gsnetworklive
New Google + Community http://bit.ly/gameandsimgoogle
Twitter hashtag #istegsn
eLearning Consortium of Colorado Awards 2015 center4edupunx
eLearning Consortium of Colorado (eLCC)
http://elearningcolorado.org/wordpress/
2015 Award Nominees and Winners
The eLearning Consortium of Colorado (formerly Colorado TELECOOP) is an organization based in Colorado, U.S.A. The membership consists of a coalition of public and private colleges, universities, K-12 education, and private sector business dedicated to the enhancement of educational opportunities through eLearning since 1986.
ISTE Games & Sims Network 2014 Conference Round-Upcenter4edupunx
Games & Sims Network 2014 Conference Round-up
Slides of Google Hangout with officers and leadership who attend 2014 Conference in Atlanta.
Recording http://bit.ly/VmOuAb
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
7. Source: George Siemens Quote from:
http://www.elearnspace.org/Articles/connectivism.htm
“One of the most persuasive factors is
the shrinking half-life of knowledge. The
“half-life of knowledge” is the time span
from when knowledge is gained to when
it becomes obsolete. Half of what is
known today was not known 10 years
ago.”
8. Principles of Connectivism
Learning and knowledge rests in diversity of
opinions.
Learning is a process of connecting specialized
nodes or information sources.
Learning may reside in non-human appliances.
Capacity to know more is more critical than what
is currently known
9. Principles of Connectivism
Decision-making is itself a learning process.
Choosing what to learn and the meaning of
incoming information is seen through the lens of a
shifting reality. While there is a right answer now,
it may be wrong tomorrow due to alterations in
the information climate affecting the decision.
11. Important Attributes
Facilitator not the sole provider of
knowledge
Facilitator not the determiner of space
High-end knowledge exchange to occur
Open Source
15. xMOOC Characteristics
AI Grading
University or Corporate
Sponsorship
Rating of Questions Discussion
Forum
Instructor record answers on video
but does not always participate in
the discussion forums
23. Community Funding of DS106
Found at: http://www.kickstarter.com/projects/jimgroom/ds106-the-open-online-
community-of-digital-storyte
24. Anne Frank MOOC
Educators use a virtual world and a MOOC (massive open online course) to teach
about the holocaust. Imagine "entering the book" as an avatar and exploring the
cramped quarters where Anne Frank lived in hiding.
32. Good MOOC, Bad MOOC
Venture capitalists who have poured at least $20-million into the 20-
person Coursera storefront must be impatient for these revenue
streams to get settled. So far they’re considering the following:
a) Charging for certification and testing.
b) Vending of tutorial services, translations, facilitation of small-
group discussion and peer learning, etc.
c) Direct tuition for courses or clusters of courses in relation to
certification, standard distance-ed practice, just with the new
midscale Coursera brand.
Harvard and MIT, for instance are trying to have their brand cake and
dilute it too by branding their Edx courses as the product of “Harvardx”
and “MITx.”
d) Miscellaneous revenue sources, like advertising and
employment-service revenue from job seekers and potential
employers.
37. Recommendations Summer 2013
Games MOOC ( CCCS)
rgMOOC - "Rhetoric and Composition: The
Persuasive Power of Video Games as Paratexts“
(Canvas)
DS 106 ( Indie)
Online Games: Literature New Media, & Narrative
(Coursera)
Model Thinking ( Coursera)
