Staff Training: Get More From Your Staff Via e-Learning Webanywhere Ltd
This guide, From Training to Twitter: The social evolution of e-learning, looks at how e-learning is changing the way staff are educated in the workplace.
To answer this, we need to consider student numbers,finance, and active learning. All three factors are relevant, but our focus in this presentation is on enhancing active learning in MOOCs. We sketch out the main options that allow us to do that.
MOOCs as New Marketing – The Intersection of Marketing and Education, Tech an...FutureM
FutureM 2013 session with speakers from IBM Research & Harvard University
Speakers:
Irene Greif
Chief Scientist for Social Learning, IBM Research
Perry Hewitt
Chief Digital Officer, Harvard University
Brands have weathered the shift from analog to digital, and from solely institutional to conversational. Now it's time to tackle the next shift -- the opportunity in lifelong learning marketing. Brands have long engaged in delivery of educational content from nitration to newborn care. What are the opportunities unique to the digital world for scale, quality, and assessment? This presentation will address ways the energy and thinking around MOOCs can expand our thinking about branded learning as a marketing competency.
Creating a Learning Technology Roadmap: Maximizing Efficiency While Boosting ...Cognizant
A centralized, learner-centric architecture -- based on a strategically-driven technology roadmap -- encompasses the functions, processes, methodologies, systems and tools necessary to provide knowledge when and where needed.
Staff Training: Get More From Your Staff Via e-Learning Webanywhere Ltd
This guide, From Training to Twitter: The social evolution of e-learning, looks at how e-learning is changing the way staff are educated in the workplace.
To answer this, we need to consider student numbers,finance, and active learning. All three factors are relevant, but our focus in this presentation is on enhancing active learning in MOOCs. We sketch out the main options that allow us to do that.
MOOCs as New Marketing – The Intersection of Marketing and Education, Tech an...FutureM
FutureM 2013 session with speakers from IBM Research & Harvard University
Speakers:
Irene Greif
Chief Scientist for Social Learning, IBM Research
Perry Hewitt
Chief Digital Officer, Harvard University
Brands have weathered the shift from analog to digital, and from solely institutional to conversational. Now it's time to tackle the next shift -- the opportunity in lifelong learning marketing. Brands have long engaged in delivery of educational content from nitration to newborn care. What are the opportunities unique to the digital world for scale, quality, and assessment? This presentation will address ways the energy and thinking around MOOCs can expand our thinking about branded learning as a marketing competency.
Creating a Learning Technology Roadmap: Maximizing Efficiency While Boosting ...Cognizant
A centralized, learner-centric architecture -- based on a strategically-driven technology roadmap -- encompasses the functions, processes, methodologies, systems and tools necessary to provide knowledge when and where needed.
سال ۲۰۰۸ اولین درس آنلاین در قالب ماک ارائه گردید و در سیری که ماک داشت سال ۲۰۱۲ به عنوان سال ماک معرفی گردید. در این ارائه سعی کردیم تعریف دقیقی از ماک ارائه دهیم و چند پلتفورم براساس ماک را تحلیل کنیم و چند تحقیق در این خصوص را بررسی کردیم. آخرین مطالعه راجع به چرایی لزوم آزاد بودن ماکها میباشد...
Once Upon a Tip… A Story of MOOCs and GamificationJosé Bidarra
This paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.
Thought leadership material providing insights related with engagement in the learning process. Prepared in the Talent Development and Learning Innovation Center of Accenture Capability Network by the team leaded by Sumana Dey.
Blockchain‑based approach to create a model of trust in open and ubiquitous h...eraser Juan José Calderón
Blockchain‑based approach to create a model of trust
in open and ubiquitous higher education. David Lizcano · Juan A. Lara
· Bebo White
· Shadi Aljawarneh
This article originally appeared in Training & Development magazine February 2014 Vol 41 No 1, published by the Australian Institute of Training and Development.
It has been reproduced with permission from the editor.
Tata Interactive Systems - Mapping ID to Performance NeedsTatainteractive1
http://www.tatainteractive.com/ : It is evident that the world of learning and performance—workplace, higher education, and individual—is undergoing a fundamental shift. Driven by forces that have been reshaping the world since personal computing became affordable and ubiquitous, trends like mobile, uber connectivity, big data and analytics, social media platforms, and the rise of the consumer (learners being one such) have added to the complexity and choices.
Enabling professional development by letting go of the pedagogical paradigmsMatt Cornock
Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
Discover Your Inner MOOC…For Personalized Learning in a Connected World. The MOOC acronym means Massive Open Online Course. This workshop will answer basic questions about What a MOOC is? How a MOOC Platform works? and WIIFM What’s In It For Me in Job Search? Select MOOC Course Platforms for Career Readiness will be previewed dynamically during the presentation with course topics including self-assessment, resume-writing, interview skills, negotiation, and teamwork. Types of Workplace MOOCs will explore Target Companies with course topics including Building Talent Pipelines, Onboarding New Employees, Self-directed Development, Workplace & On-the-Job Traing, Brand Marketing, Collaboration and Innovation, Training Channel Partners and Customers and more…
MOOCs have gone from being hailed as the future of higher education - a revolutionary tool that would make traditional institutions obsolete - to being written off as an unsustainable fad with enormous drop-out rates. In this short presentation, I share a few thoughts on how AI can support MOOCs in reaching their full potential as a tool for democratising education.
سال ۲۰۰۸ اولین درس آنلاین در قالب ماک ارائه گردید و در سیری که ماک داشت سال ۲۰۱۲ به عنوان سال ماک معرفی گردید. در این ارائه سعی کردیم تعریف دقیقی از ماک ارائه دهیم و چند پلتفورم براساس ماک را تحلیل کنیم و چند تحقیق در این خصوص را بررسی کردیم. آخرین مطالعه راجع به چرایی لزوم آزاد بودن ماکها میباشد...
Once Upon a Tip… A Story of MOOCs and GamificationJosé Bidarra
This paper discusses the future of MOOCs based on recent research and acknowledged affordances of videogame’s design. The interest in MOOCS for educational purposes has increased over the last few years, with researchers identifying key pedagogical features that make the success of these inherently powerful learning tools. However, low student motivation and high dropout rates have somehow changed the original expectations of many researchers, despite the MOOC user base doubling in 2015. So, in this study we survey recent literature looking for answers, and discuss the evidence gathered from specific MOOCs with over one thousand participants, namely, pioneering iMOOC courses at Universidade Aberta (the Portuguese Open University). Finally, we look at the gaming world and discuss some findings that may benefit the learning design of MOOCs, considering that, besides the huge appeal of these (free) courses, there are recurring shortcomings that we have to alleviate. We follow up on the tip that gamification, and other emerging strategies, such as social networking and digital storytelling, may be vital to assure a sustainable future for open education and MOOCs.
Thought leadership material providing insights related with engagement in the learning process. Prepared in the Talent Development and Learning Innovation Center of Accenture Capability Network by the team leaded by Sumana Dey.
Blockchain‑based approach to create a model of trust in open and ubiquitous h...eraser Juan José Calderón
Blockchain‑based approach to create a model of trust
in open and ubiquitous higher education. David Lizcano · Juan A. Lara
· Bebo White
· Shadi Aljawarneh
This article originally appeared in Training & Development magazine February 2014 Vol 41 No 1, published by the Australian Institute of Training and Development.
It has been reproduced with permission from the editor.
Tata Interactive Systems - Mapping ID to Performance NeedsTatainteractive1
http://www.tatainteractive.com/ : It is evident that the world of learning and performance—workplace, higher education, and individual—is undergoing a fundamental shift. Driven by forces that have been reshaping the world since personal computing became affordable and ubiquitous, trends like mobile, uber connectivity, big data and analytics, social media platforms, and the rise of the consumer (learners being one such) have added to the complexity and choices.
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Annotated slides from reflective session paper presented at the ALT Conference, 4 September 2019, Edinburgh, UK. This presentation is relevant to all learning designers, learning technologists and online practitioners navigating the literature, research and data around online learning design for professional development. It concludes with an argument for open pedagogy, that is not defined on design, but is experienced based on learner choice.
Discover Your Inner MOOC…For Personalized Learning in a Connected World. The MOOC acronym means Massive Open Online Course. This workshop will answer basic questions about What a MOOC is? How a MOOC Platform works? and WIIFM What’s In It For Me in Job Search? Select MOOC Course Platforms for Career Readiness will be previewed dynamically during the presentation with course topics including self-assessment, resume-writing, interview skills, negotiation, and teamwork. Types of Workplace MOOCs will explore Target Companies with course topics including Building Talent Pipelines, Onboarding New Employees, Self-directed Development, Workplace & On-the-Job Traing, Brand Marketing, Collaboration and Innovation, Training Channel Partners and Customers and more…
MOOCs have gone from being hailed as the future of higher education - a revolutionary tool that would make traditional institutions obsolete - to being written off as an unsustainable fad with enormous drop-out rates. In this short presentation, I share a few thoughts on how AI can support MOOCs in reaching their full potential as a tool for democratising education.
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This presentation about using Massive Open Online Courses (MOOCs) to enhance your skill, increase employability and to manage your career. This is part of the presentation I gave to my employees during one of the employee engagement activities
These slides were used as part of a UK Round Table discussion for the BizMOOC project. They include some content written by members of the BizMOOC project team as well as summaries of the discussion around MOOC in the world of business.
In the realm of education, the boundaries between formal and informal learning have begun to blur.
While traditional, structured training remains paramount, the significance of informal learning — the
spontaneous, self-directed acquisition of knowledge — is increasingly recognized. With the rising
popularity of Learning Management Systems (LMS), the question emerges: How can we bridge the gap
between these two learning paradigms? This article delves into the intricate process of integrating
informal learning into an LMS, transforming the digital learning landscape
In the realm of education, the boundaries between formal and informal learning have begun to blur.
While traditional, structured training remains paramount, the significance of informal learning — the
spontaneous, self-directed acquisition of knowledge — is increasingly recognized. With the rising
popularity of Learning Management Systems (LMS), the question emerges: How can we bridge the gap
between these two learning paradigms? This article delves into the intricate process of integrating
informal learning into an LMS, transforming the digital learning landscape
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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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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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.
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.
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.
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
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.
2. MOMENTUM is hosted by the
Bill & Melinda Gates Foundation
with Knowledge in the Public Interest.
Collaborative events advance
strategies for student success in
higher education.
This Brief was prepared by
Knowledge in the Public Interest.
MOOC Jam Brief by
Knowledge in the Public Interest
is licensed under a Creative Commons
Attribution-NonCommercial 4.0
International License.
3. MOOCs have received unprecedented attention over the last 18–24 months.
Certainly it is hard to cite another educational concept that has gained as much
attention outside of the education sector. As we work to understand the impact
of MOOCs it seems important to take stock of what we have learned through
relevant research on distance learning, technology assisted learning and the like.
This Jam will allow those of us in the online learning field to draw on this collective
knowledge to critique a MOOC framework that encapsulates the kind of choices
that those contemplating developing MOOCs should consider.
george siemens
8. The purpose of the Jam was to critique a draft MOOC Framework
designed to guide institutions in mounting MOOCs.
The critique has two dimensions to it. One is macro and speaks
to the focus and structure of the Framework itself. The second is
micro and speaks to the definition or explanation of each element of
the Framework.
The Jam 01
10. The addition of a scope statement—a way to think about and use
the Framework—could help the user. This statement might invite the
institution to examine its motivation in developing a MOOC as the
goal(s) could guide its decisions with respect to the Framework
elements. The Framework could also encourage an institution to
broaden its thinking about its MOOC sponsorship.
MACRO Take 1 —
Add a Scope Statement
02
11. I imagine that a key addition to the framework would be some sort of scope
statement to indicate what is included and what is not. If putting some instructional
videos on youtube, or running a learning community such as javaranch.com are
not considered as MOOCs, then this sort of stuff should be clear to readers.
frank carver
There are many different reasons why an institution might want to run a MOOC.
Freedom to experiment is one of them, but it's not the only one, and I think they're
all valid. You could want a shop-window to attract students, that's fine. Or you
could want to fulfill a social engagement function, and so on. The type of MOOC
you create will depend very much on your aim.
martin weller
Scope Statement 02
12. Currently universities hold an important position in cultural definitions of learning,
to the extent that in situations where learners plan their own goals and actions, the
activity is often not recognised as learning . Recognition of what constitutes
learning needs to be broadened to encompass activity outside formal education.
Organisations that support formal learning have to be encouraged to take a wide
view of their place in the learning ecosystem as well and who / how they work with.
allison littlejohn
Scope Statement 02
13. The Framework elements do not appear to be naturally sequenced.
In this sense the elements might be thought of as loosely coupled.
However, a truer characterization may be that the Framework can
be entered at any point (design and pedagogy, learner profiles,
knowledge) but that starting point will affect decisions made with
respect to all the other Framework elements and vice versa.
02MACRO Take 2 — Clarify Entry Points
14. I hope that the framework is used for guidance, not as a tool. Perhaps the
challenge will be in creating something that resonates with people running MOOCs.
And then iterating as people make use of it and revise it for different contexts.
Perhaps it's a bit like MOOCs—start somewhere, share with others, encourage
others to iterate / improve, continue to learn / evolve.
george siemens
Entry Points 02
15. The draft Framework is abstract and, with respect to some ele-
ments, vague. Developing a set of questions to be considered
with respect to each element could make the Framework more
useful. There is substantial research on distance learning, online
learning, learning analytics etc. Were this research to be invoked
in the crafting of questions and the articulation of constraints in
MOOC design, this could add clarity and confidence to the value of
the Framework.
MACRO Take 3 — Add Questions 02
16. I see the concepts outlined in the framework as relevant and applicable, but the
process itself is vague, meaning if I am a designer wanting to apply the framework
there is little structure or guidance of how to apply it by looking at it visually. I realize
that is part of the nature of it, the non-sequential aspect, however it appears almost
too abstract. If it is to be used as a tool, it seems there needs to be an element of
instructiveness.
debbie morrison
Maybe we need a series of questions that a designer should work through around the
various aspects which experience has shown to matter?
paige cuff
Add Questions 02
17. Blurring boundaries, yes, but some designed constraints are useful (thinking of
@Jenny's recent blog post on constraints). The best public squares are contained
by well-proportioned buildings and have useful street furniture. A greenfield site
(for free range learning) doesn't support crucial social engagements.
mark mcguire
Add Questions 02
18. It may be unnecessarily constraining to limit the Framework to higher
education. MOOCs seem to have applicability in K–12 and in the
training / professional development arenas and the elements
seem to be equally relevant in these spheres.
02MACRO Take 4 —
Beyond Higher Education
19. This framework is more aimed at Higher Ed than other MOOC options
(entrepreneurial / corporate / non-profit). The elements are the same even out
of Higher Ed (although) maybe terms differ.
inge de waard
It is also extremely potentially impactful across K–12.
bruce dixon
K–12 02
21. There are several concepts that seem central to MOOCs that are not
yet articulated in the Framework. These are...
MICRO Take 03
22. If the message of the Framework is that a MOOC, irrespective of
where it fits within the Framework spectrum, is a different teaching
and learning experience, then faculty need support in overall design
and specifically with regard to the adaptation of pedagogy. The
requirement for and nature of this support could be made explicit
in the Framework.
03MICRO Take 1 —
Prepare and Support Instructors
23. Instructor Support /
Professional Development
03
Assisting people (faculty) in how to facilitate (a MOOC) effectively is a key
area and one that is often missed in the rapid leap on the bandwagon. Many
universities have downsized or marginalized their learning and teaching support
areas, and yet we know that instructor / facilitator behavior has an impact on student
outcomes.
grace lynch
If we start thinking of integrating reflective practice (on the learner's own terms, not the
course's terms) into the process, professional development / growth as a practitioner
—becomes a core element of learning and of design—not a marginalized add-on.
roy williams
24. The Framework recognizes the need to design for and support
learners of varied backgrounds. It also cites in pedagogy the
continuum from teacher-led to participatory approaches and relates
these to individual, networked and community learning. Nonetheless
a stronger learner voice in the Framework could convey the
possibility and value of the learner feeling in control of the
experience. This would be reinforced if informally garnered learning
were also acknowledged.
03MICRO Take 2 —
Acknowledge the Learner
25. It requires a mature and skilled learner to know how to exercise their autonomy.
jenny mackness
Many learners need to be given permission / taught / guided to own their
own learning.
george siemens
If we offer a single entry, but on entry you get some opportunity to guided 'self-
assessment' to define your own needs on this particular topic, then select what
support you want as learner.
paige cuff
Learner as Actor 03
26. Pace seems a significant omission from the framework—choosing not just what
and when and where but how fast you learn matters. Pace is hugely significant in
control (fast reduces control, for example).
Jon dron
DE literature tells us that interaction is one of the most critical components of
effective online learning (the COI model, Equivalency Theorem etc.) so that is why
I was wondering if it should be a separate aspect of the framework.
Robert Lawson
I would enable some kind of accreditation (badges for now) for informal learning.
I feel this would help less experienced learners or learners with less self-esteem.
Inge de Waard
Learner as Actor 03
27. The Framework speaks to assessment in terms of opining on or
characterizing the learner s learning. MOOCs by their digital nature
accumulate data on learning that could be of value to leaders and
participants during a MOOC and equally of value to institutions and
researchers on an aggregated basis.
03MICRO Take 3 —
Call for Learning Analytics
28. One component I feel is missing from the Framework is an evaluation component,
both from a learner and stakeholder perspective. Aside from student assessment
activities, what mechanisms are in place that let both learners and facilitators /
professors, gauge the effectiveness of the course?
shaun kellogg
I want to get to a point where learners have a better understanding of where they
are and how they are progressing, better feedback loops etc, I use the trite
example of Angry Birds, mastering the 3 stars for levels, progressing through the
game where some levels you ace and some you don't, system helps you go back
and focus on the low level attainment—no waiting for exams to see how you have
done. It's about getting "flow" right in how you design the environment.
jon harman
Learning Analytics 03
29. Design can be turned around, to integrate with learner reflection. We use a
different framework (footprints-of-emergence) which enables designers to map out
and visualize how they think the learner will respond, and enables the learner to
map out they way they actually respond—with dynamic changes over the course—
then designer and learner(s) can get together and work on aligning design and
actual experience (cognitive, affective, ontological, professional) and adapting it
on an ongoing basis.
roy williams
Learning Analytics 03
30. Student support is explained in terms of tutors and peer learning
strategies. To this could be added the digital skills necessary to fully
engage in a MOOC. The same can be said of the digital skill needs of
MOOC leaders—all those engaged in a MOOC learning experience
need to be supported in developing the knowledge and skills that are
foundational to an online learning experience.
03MICRO Take 4 —
Support Digital Skill-building
31. Addition for the framework: digital skills including tech skills, as well as social-
media skills, even digital communication skills to the learner profile part.
inge de waard
A MOOC leader needs to understand the similarities and differences from the
teaching situations they have experienced before. Blundering ahead based on
internalized models and simplistic metaphors is not the best way forward.
frank carver
Learner / Leader Digital Skills 03
32. I see a big problem in UK for having enough teachers with digital pedagogic
experience or knowledge, but we should work on that as there are so many great
teachers with the right transferable skills. I'd like to see some competency / skills
framework for leading and teaching within a MOOC or online learning. There is
a big skills gap. Maybe a MOOC that allows people to move through these com-
petency levels (badged and accredited to a recognized standard?) a MOOC
driving test so to speak.
jon harman
03Learner / Leader Digital Skills
33. Two factors (distinguish a MOOC from other online educationally oriented
experiences): massive (i.e. large number of learners that enable different ped-
agogies than a class of 30 or 40) and openness (generative, recreation, newness,
mixing, etc.). If we have a class of 30 learners, we can all learn together and cover
each other s knowledge gaps. But we have limits because it is too small. Once
we hit scale, something like Dunbar's number, new learning options emerge. We
can't process things only cognitively and we look for technical approaches for
sense-making and way-finding. That's where the experience qualitatively changes
from a regular course. (Having said this, if something's designed to be open and
networked it has the potential to be massive. It doesn't need to actually garner a
particular critical mass to count.
george siemens
Coda — What is a MOOC? 04