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.
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
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.
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
Cette offre est destinée à assurer une sauvegarde différentielle externalisée des fichiers présents sur vos serveurs dédiés ou semi-virtuels sur nos serveurs de sauvegarde locaux (c’est-à-dire situés dans le même datacenter). Ces sauvegardes différentielles vous permettent par exemple de récupérer des fichiers à une version antérieure en cas de problème de perte de données suite à un effacement accidentel ou des modifications non maitrisées. Notre système de sauvegarde différentiel est une garantie contre toute perte de données sur vos serveurs en production.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
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.
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
Cette offre est destinée à assurer une sauvegarde différentielle externalisée des fichiers présents sur vos serveurs dédiés ou semi-virtuels sur nos serveurs de sauvegarde locaux (c’est-à-dire situés dans le même datacenter). Ces sauvegardes différentielles vous permettent par exemple de récupérer des fichiers à une version antérieure en cas de problème de perte de données suite à un effacement accidentel ou des modifications non maitrisées. Notre système de sauvegarde différentiel est une garantie contre toute perte de données sur vos serveurs en production.
03-02-2010 El Gobernador Guillermo Padrés presentó el plan hidráulico Sonora ...Guillermo Padrés Elías
Obregón, Sonora; Un puente de diálogo y puertas abiertas por la unidad y la solución definitiva al abasto de agua en Sonora, tendió el Gobernador Guillermo Padrés Elías a productores, empresarios, partidos políticos, medios de comunicación y sociedad civil durante la presentación del Plan Hidráulico Sonora SI en el Sur de la entidad.
Revised (minor) version of civic making presentation, March 2016. Includes a bit about upcoming Civic Making workshop, a new, snappier, definition of civic making.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
Examining the practicalities of accessibility and inclusion in post-pandemic ...Frederic Fovet
The push for extensive online teaching and learning had begun well before the COVID pandemic and the online pivot, but the last three years have dramatically intensified the reflection around what Education 4.0 might look like in the post-secondary. Consensus appears to privilege hybrid and blended learning as the format which is most likely to optimally meet the needs of learners in coming decades. Lessons from the three years of pandemic disruption have been rich and nuanced in this respect. Within this phenomenal momentum of pedagogical creativity and innovation, however, the situation in relation to accessibility and full inclusion of all diverse learners has been ambivalent, and the experiences of diverse students have been contradictory. This session showcases the qualitative analysis of phenomenological data collected among accessibility and inclusion specialists within higher education – faculty and support staff - regarding the challenges and opportunities encountered during these transformative three years. The theoretical paradigm within which this data is showcased and analyzed is interpretivist, but the work also acknowledges preoccupations of critical theory/ critical pedagogy. The discussion that emerges from these findings will focus on the ways these pandemic lessons on inclusive teaching and learning can now serve as an exceptional window to proactively frame smart pedagogies of the future that leave out no stakeholders. The final section of the session examines ways to integrate these pandemic lessons to generate sustainable best practices for accessibility and inclusion in transformative blended learning spaces, that succeed in going beyond ad hoc interventions and retrofitting.
Moodle in the World of MOOCs: What Might the Future Look Like?Iain Doherty
This is my keynote presentation for the 2013 iMoot. The presentation covers the role of Moodle - and by extension other Learning Management Systems - in a world of open teaching and learning.
Authentically connected: Care, emotion and the challenge of technologyPaul Treadwell
Interactive slides removed for upload - Why care matters for technologists and our usage of technology:
How do we make technology mediated spaces human spaces?
How does the technology we choose shape interactions?
What are the risks, and rewards, for opening these spaces?
Mindful media | Accessibility and inclusion in social mediaPaul Treadwell
A look at accessibility in social media as a mindful practice. Expands upon the idea of accessibility to embrace inclusion as the framework for work on accessibility compliance.
An overly wordy look at the impact of the Sandinista revolution in NIcaragua and its impact of health care and health care policy. Created for ANTH216 class I'm teaching, New slideset this year so will likely undergo some revision in the future.
Encountering others | Power, privilege and solidarity in international servic...Paul Treadwell
How do we encounter 'others' in international service learning contexts. Engaging privilege for solidarity and accompaniment.The role of dialog and hope in creating common spaces.
An attempt at understanding Miskito cosmovision and it's relation to traditional healing and medicine. All errors or misinterpretations are mine alone.
How can we be of use? Interviewing expectant mothers at Casa Materna, Puerto ...Paul Treadwell
Interviews conducted January 2016 at the maternity waiting facility 'Casa Materna' in Puerto Cabezas, Nicaragua. Interviews were one aspect of this years service trip to Nicaragua from Tompkins Cortland Community College, Dryden, N.Y.
Civic making : Connecting makers to communityPaul Treadwell
What does it mean to be a civic maker? This is an attempt to define the process and program, specifically in relation to work with youth and technology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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. LEARNING AT A DISTANCE
Is not a new thing
• Correspondence courses (1890’s)
• Radio (1930’s)
• Television (1960’s)
• Internet (late 1990’s)
5. THE LAND GRANT AND DISTANCE ED
The land grant attempts to open access to education to a broad population
The presence of county offices, across NYS, embeds the institution in the community
Educators (previously county agents) facilitate the exchange of information and
creation of knowledge
Learning is both a facilitated and collaborative process
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. 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. 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 life's meaning. Lindeman 1926a: 4-7
Lindeman, E. (1926). The meaning of adult education. New York: New Republic.
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. 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 many
process among peers
12. HWWFF V2 - CHOOSING MOODLE
SARE funded project to support development
of the Forest Farming learning community
Evaluation of lcms packages, other software
to host learning community
Selection of MOODLE
• Integrated social features (Forums)
• Assessment tools
• Repository
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. 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. CURRENT EXAMPLES
Beginning Farmers Program
Botanical Illustration
Permaculture
Suffolk County courses
PMEP
16. WE ARE NOT MASSIVE
Our (CCE) online courses generally have between 15-40
participants 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…
20. 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
21. 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
26. 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/
27. 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?
28.
29. 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
Editor's Notes
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