This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
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/
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.
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
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/
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.
Self determined learning: Creating personal learning environments for lifelon...Lisa Blaschke
We live in a networked world that gives us a multitude of opportunities for creating, connecting, collaborating, and networking, allowing us to build multi-faceted learning environments of exploration and inquiry. Self-determined learning, or heutagogy, is one pedagogical approach that be can applied for taking advantage of these opportunities across all levels of schooling – starting from pre-school and kindergarten to post-secondary education and lifelong learning. Combined with technology, self-determined learning becomes a powerful means of creating personal learning environments that support lifelong learning. During this session, we will look at ways in which a self-determined learning approach has been applied across all learning communities and discuss how the approach can be used in practice, from the early years through formal education to lifelong learning.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
The MOOC is a Phenomenon: Expert Thoughts on the Future of Higher Education ...Rolin Moe
Presentation for the Online Learning Consortium's 2014 Annual Conference. This presentation looks at the results of a Delphi study about the political, theoretical, historical and economic implications of the Massive Open Online Course phenomenon. Through viewing the MOOC as a phenomenon rather than a model, participants were asked to address how the MOOC and subsequent discourse affected not only the practice of education, but attitudes toward education.
Presentation "Beyond Borders: Global Learning in a Networked World" by Stephen Downes during UNBORDERING EDUCATION forum in Yerevan, Armenia, November 2014.
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Community Dimensions of Learning Object Repositoriescdmilligan
A short presentation summarising the work carried out by the JISC funded CD-LOR project to look at how individuals store, reuse and share the e-learning content they create. Given at the JISC dealing with the digital deluge event, Manchester, 5 June 2007
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
The MOOC is a Phenomenon: Expert Thoughts on the Future of Higher Education ...Rolin Moe
Presentation for the Online Learning Consortium's 2014 Annual Conference. This presentation looks at the results of a Delphi study about the political, theoretical, historical and economic implications of the Massive Open Online Course phenomenon. Through viewing the MOOC as a phenomenon rather than a model, participants were asked to address how the MOOC and subsequent discourse affected not only the practice of education, but attitudes toward education.
Presentation "Beyond Borders: Global Learning in a Networked World" by Stephen Downes during UNBORDERING EDUCATION forum in Yerevan, Armenia, November 2014.
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
MOOCs and the Future of Indian Higher Education - FICCI Higher Education Summ...Viplav Baxi
This is a presentation that acted as a base for the conversation in the master class on Nov 14, 2013 at the FICCI Higher Education Summit at New Delhi.
Community Dimensions of Learning Object Repositoriescdmilligan
A short presentation summarising the work carried out by the JISC funded CD-LOR project to look at how individuals store, reuse and share the e-learning content they create. Given at the JISC dealing with the digital deluge event, Manchester, 5 June 2007
This poster was developed for the State University of New York (SUNY) Fall Convening to explore New Models for Enrollment, Retention & Completion (ERC).
This poster is presented at Hypertext 2016. The paper available here:
http://halley.exp.sis.pitt.edu/cn3/presentation2.php?taction=system&conferenceID=144&presentationID=8961
Slides for invited talk: Brusilovsky, P. (2003) From adaptive hypermedia to the adaptive Web. In: J. Ziegler and G. Szwillus (eds.) Interaktion in Bewegung. (Proceedings of Mensch & Computer 2003, Stuttgart, September 7-10, 2003) Stuttgart, Germany: B. G. Teubner, pp. 21-2
Adaptive Educational Hypermedia: From generation to generationPeter Brusilovsky
Keynote talk slides for Brusilovsky, P. (2004) Adaptive Educational Hypermedia: From generation to generation. In: Proceedings of 4th Hellenic Conference on Information and Communication Technologies in Education, Athens, Greece, September 29 - October 3, 2004, pp. 19-33.
Adaptive Navigation Support and Open Social Learner Modeling for PALPeter Brusilovsky
This presentation is an overview of Open Social Learner Modeling project. It presents Mastery Grids interface, distributed personalized learning architecture Aggregate, and smart content for Java, Python, and SQL
Teacher Education, K-12 Education and the Massive Open Online Course Dave Cormier
Presentation at the 44th Canadian Society for the Study of Education (CSSE) Conference by Dave Cormier and Bonnie Stewart. A review of MOOCs from their coining in 2008 to practical uses in the field of Higher Education. Discusses MOOC narratives of solutionism, disruption and unbundling. Includes MOOCs as open access, open accreditation, Niche MOOCs and important trends on the horizon.
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
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.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
Why Adopt MOOCs? Defining Institutional DriversMark Brown
Presentation at Open Up Education: National MOOC Symposium, Dublin City University, Dublin, 1st May, 2015.
This event was supported through two European funded projects: the HOME Project, SCORE2020 Project
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
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?
The Power of Play: The Gamification of Instructional Designphylisebanner
This clinic at the Training Magazine Online Conference focused on the role of “play” in online learning, exploring design thinking methods and tools that you can be used to engage your learning communities in “play.” Participants had the opportunity to experiment with these methods and tools, and actualize “play” through the use of Learning Battle Cards—a deck of playing cards designed to inspire and facilitate a variety of instructional design and development methods.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter 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.
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
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. What’s a
MOOC?
Exploring the Possibilities of Massive Open Online Learning
Phylise Banner . Society for Technical Communication . May 2013
2. Explorations
• The MOOC concept, origins and maturity
stages
• Underlying learning theories and
practices
• Applications for tech comm professionals
• Educational opportunities for STC
3. What’s a MOOC?
• Massive Open Online Course
• Guided open learning opportunity
within a semi-structured framework
• Structure within which to serve free,
open-access education
• Modeled from social networks and
collaborative media sites
4. The Historical Perspective
• 2002: MIT Open Courseware
• 2006: Khan Academy
• 2008: Connectivism and Connective
Knowledge at the University of
Manitoba
• 2011: Artificial Intelligence course
at Stanford
5. The Evolution of Theory
• Behaviorism
–Classical conditioning (Pavlov)
–Operant conditioning (Skinner)
• Cognitivism (Piaget)
6. The Evolution of Theory
• Constructivism (Dewey)
• Social Learning Theories
–Socio-Constructivism
–Connectivism
7. Principles of Connectivism
(Siemens, 2004)
• 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.
• Nurturing and maintaining connections is
needed to facilitate continual learning.
8. Principles of Connectivism
(Siemens, 2004)
• Ability to see connections between fields, ideas,
and concepts is a core skill.
• Currency (up to date knowledge) is the intent
of all connectivist learning activities.
• 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.
9. A Teaching and Learning Generation
• According to Downes, knowledge
is distributed, interconnected,
personal, and a recognition of a
pattern in a set of introspective
or behavioral events. (2006)
10. A Teaching and Learning Generation
We have become accustomed
to learning on our own within
self selected groups.
So, what do those groups
look like?
11. Massive Communities of Learners
• What does a MOOC look like?
• What are the core components?
• What differentiates one from another?
• What does it mean to be a participant?
• How is my learning progress measured?
• Where can I find a MOOC for me?
14. What’s the Difference?
• Is this knowledge exploration
or education?
• Is this just the digital version of
a correspondence course?
• Are the new MOOC platforms just
another LMS?
15. Assessment Strategies
• Most are not credit awarding, but
assessment of learning has been done
for certification and small cohorts.
• Many have embraced badges for
credentialing.
16. Time to Learn!
“A course is a learning journey,
led by an expert, and taken in the
company of fellow travelers on a
common quest for knowledge”
Ann Kirschner, 2012
17. Seek and You Shall Find
• The big players in MOOC offerings:
Udacity (Thrun)
http://www.udacity.com/
Coursera (33 Universities)
https://www.coursera.org/
EdX (Harvard, MIT, etc.)
https://www.edx.org/
22. MOOC Directories/Search Portals
Course Buffet
http://www.coursebuffet.com/
Class Central
http://www.class-central.com/
Knollop
http://www.knollop.com/
CourseTalk (ratings)
http://coursetalk.org/
23. Benefits
• Open (and free) access for all
• Connectivist exploration of knowledge
• Flexibility in time/place
• Networking and community cultivation
• Lifelong learning opportunities
• Large-scale professional development
possibilities
24. Challenges
• Retention and completion rates
• Assessment and validity
• Self regulation
• Organic network management
• Chaos
25. New Roles and Opportunities
• Exploration of a new instructional
design paradigm
• Content development, curation,
and delivery
• Community formation, coordination
and facilitation
• Lifelong learning!
26. The STC Tech Comm MOOC
Topics of interest (22 SIGs):
Tech Comm basics
Usability
Content Strategy
Information Design & Architecture
Instructional Design & Learning
Information Visualization
Policies and Procedures
Technical Editing
And more …
27. The STC Tech Comm MOOC
Featured content developers/presenters:
Mollye Barrett
Kai Weber
Dana West
Bernard Aschwanden
Phylise Banner
28. The STC Tech Comm MOOC Team
For more information about MOOCs,
or to join the STC Tech Comm MOOC
team, please contact us via email:
lloyd.tucker@stc.org
pbanner@gmail.com
29. Resources
The MOOC Model for Digital Practice
http://www.elearnspace.org/Articles/MOOC_Final.pdf
Connectivism and Collective Knowledge 2011
http://cck11.mooc.ca/
MOOC Guide Wiki
http://moocguide.wikispaces.com
The Must-Have EdTech Cheat Sheet
http://edudemic.com/2012/07/edtech-cheat-sheet/
Editor's Notes
MOOCs are based on several principles stemming from connectivist pedagogy.[14][15][16][17] The principles include:Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time.The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere.Re-purposing of aggregated and remixed materials to suit the goals of each participant.Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.
The term MOOC was coined in 2008 by Dave Cormier, Manager of Web Communication and Innovations at the University of Prince Edward Island, and Senior Research Fellow Bryan Alexander NITLE in response to an open online course designed and led by George Siemens, at Athabasca University and Stephen Downes, Senior Researcher at The National Research Council (Canada). The course was called "Connectivism and Connective Knowledge" and was presented to 25 tuition-paying students in Extended Education at the University of Manitoba in addition to 2,300 other students from the general public who took the online class free of charge. All course content was available through RSS feeds, and learners could participate with their choice of tools: threaded discussions in Moodle, blog posts, Second Life, and synchronous online meetings.Recent developmentsA major breakthrough came in Fall 2011 when over 160,000[9] people signed up for a course in artificial intelligence offered by Sebastian Thrun and Peter Norvig through Thrun's start-up Know Labs (now Udacity).The Stanford Education Experiment Could Change Higher Learning Forever
In other words, the animal in the experiment learns to associate the bell with the opportunity to eat and begins to salivate to the bell in the absence of food. It is as though the animal came to think of the bell as "mouthwatering," although behaviorists never would have used terms like think of, because thinking is not a directly observable behavior.B. F. Skinner (1904 - 1990) is credited with the development of the operant-conditioning paradigm. Similar to instrumental conditioning, operant conditioning requires that an organism operate on the environment to achieve a goal. A behavior is learned as a function of the consequences of the behavior, according to a schedule of reinforcement or punishment. Skinner emphasized the influence of reinforcers. Reinforcers are events that follow a response and increase the likelihood that the response will be repeated, but they do not suggest the operation of a cognitive component such as reward (or pleasure). Cognitivism is the theory that humans generate knowledge and meaning through sequential development of an individual’s cognitive abilities, such as the mental processes of recognize, recall, analyze, reflect, apply, create, understand, and evaluate.Learning involves more than stimulus and response events; it involves the development of an organized body of knowledge or expectations about a given situation. Think of it ias the sequential development of mental processes.
Simply stated, it is a learning process which allows a student to experience an environment first-hand, thereby giving the student reliable, trust-worthy knowledge. The student is required to act upon the environment to both acquire and test new knowledge. The responsibility of the learning relies completely on the learner. The type of learner is self-directed, creative, and innovative. The purpose in education is to become creative and innovative through analysis, conceptualizations, and synthesis of prior experience to create new knowledge. The educator’s role is to mentor the learner during heuristic problem solving of ill-defined problems by enabling quested learning that may modify existing knowledge and allow for creation of new knowledge. The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality.Socio ConstructivismThis also stresses the importance of the nature of the learner's social interaction with knowledgeable members of the society. Without the social interaction with other more knowledgeable people, it is impossible to acquire social meaning of important symbol systems and learn how to utilize them. The instructor becomes the Guide on the Side, not the Sage on the Stage. Teaching becomes facilitation!
As an evolution of online courses, early MOOCs departed from formats that rely on posted resources, learning management systems, and structures that mix the learning management system with more open web resources.[7] MOOCs from private, non-profit institutions[8] emphasized prominent faculty members and have expanded open offerings to existing subscribers (e.g., podcast listeners) into free and open online courses.
1. Aggregate: Every day you will receive an edition of ‘The Daily', which will highlight some of this content. Normally it will arrive first thing in the morning (if you are in North or South America), but not always. The Daily is created fresh each day – it is not prepared content. So delivery may varyYou are NOT expected to read and watch everything. Even we, the facilitators, cannot do that. Instead, what you should do is PICK AND CHOOSE content that looks interesting to you and is appropriate for you. If it looks too complicated, don't read it. If it looks boring, move on to the next item.2. Remix: Once you've read or watched or listened to some content, your next step is to keep track of that somewhere. How you do this will be up to you.You can keep a document on your own computer listing all the things you've accessed. Or, better yet, you can keep a record online somewhere. That way you will be able to share your content with other people.3. Repurpose: We don't want you simply to repeat what other people have said. We want you to create something of your own. This is probably the hardest part of the process.Remember that you are not starting from scratch. Nobody every creates something from nothing. Think of every bit of content you create not simply as content, but as practice using the tool. The content almost doesn't even matter – what matters is that you apply the tool.This will seem awkward at first, as any tool does. But with practice you'll become an accomplished creator and critic of ideas and knowledge. And that is the purpose of this course!4. Feed Forward: We want you to share your work with other people in the course, and with the world at large.First, use the change11 tag in anything you create. Our course tag is: #change11It is especially important to use this tag in del.icio.us and in Twitter. That is how we will recognize content related to this course.. But if you know how, please tell us your feed address.You can use the form here:
MOOCs are based on several principles stemming from connectivist pedagogy.Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time.The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere.Re-purposing of aggregated and remixed materials to suit the goals of each participant.Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.
How much time does it really take?How many participants are really learning?What can this mean for large scale professional development
, by Alexander McAuley, Bonnie Stewart, George Siemens and Dave Cormier (PDF in Adobe Connect File Pod)