Moocs4all 3.4
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The document provides tips for maximizing student registration and minimizing dropouts for online courses. To maximize registrations, it recommends finding an engaging course topic, having expertise in the course content, considering the target audience, creating promotional videos, and engaging in international marketing. To minimize dropouts, it suggests conducting surveys during the course, asking thought-provoking discussion questions, using a variety of assessment types and timing them appropriately, and utilizing gamification techniques and rewards.
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Moocs4all 3.5
This document discusses communication and scheduling for a team. It recommends using simple corporate or group social networking for communication, as well as instant messaging for quick questions and answers. It also stresses the importance of optimizing the team's time schedule and identifying the what, when, who, how, where, and why for each task.
3.7 MOOCs and Open Knowledge
This document discusses ways to create low-cost MOOCs while maximizing open knowledge and reuse of resources. It recommends aggregating and contextualizing open educational resources rather than creating new content. Short videos and editable file formats like PDFs and PowerPoints allow for easy replacement and editing. Maximizing future reuse of resources, learning structures, and community forums keeps costs low. Open licensing, Wikipedia, and translation services further reduce expenses.
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3.3 xMOOCs vs cMOOCs
The document discusses strategies for creating MOOCs on a budget and compares xMOOCs and cMOOCs. It finds that xMOOCs require more upfront time and cost in preparation, while cMOOCs have higher costs during the course due to more interaction. However, proper planning can reduce time spent on xMOOCs later. For cMOOCs, using communication tools can reduce time. Overall, planning the MOOC as a research project using simple tools like spreadsheets can help reduce costs and save time and energy for both xMOOCs and cMOOCs when operating with limited resources.
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This document discusses sustainable interpersonal communication strategies for MOOCs on a budget. It recommends using email for notifications and task management while also utilizing social networks like Twitter, Facebook, and Instagram. Specific suggestions include using Twitter for a backchannel during livestreams, enabling student questions and responses on forums, and using searchable archives like Twitter and Instagram. To manage multiple social accounts cost effectively, it recommends free tools like TweetDeck and the paid tool HootSuite. The document ends by asking for opinions on whether MOOCs need to limit tools to only those provided by the hosting platform.
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http://martingilbraith.wordpress.com/2013/03/05/facilitating-innovative-practical-solutions-to-todays-social-challenges-bringing-together-iaf-ica-and-the-rsa-in-moscow/
PHL320 Critical Thinking andDecision Making in Business.docx
PHL/320 Critical Thinking and
Decision Making in Business
Copyright ©2014 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course explores the critical thinking techniques necessary to be an effective manager within an organizational setting.
Students will focus on critical-thinking and reasoning methods as they apply to management concepts within a work
environment. Other topics include the use of critical thinking skills in the decision-making process as it applies to
expectations for successful performance of employees and organizations and achieving desired business goals.
Course Dates
Sep 30, 2014 - Nov 03, 2014
Faculty Information
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Course Materials
All electronic materials are available on your student website.
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
Policies
JENNIFER STEPHENS (PRIMARY)Name :
Email Address : [email protected]
Alternate Email Address
Phone Number : Not Available
Week1 Sep, 30 - Oct, 06
Basics of Critical Thinking
Tasks
1.1 Describe the importance of critical thinking to the decision-making process.
1.2 Differentiate among types of reasoning and critical thinking.
1.3 Explain common cognitive biases.
Objectives/Competencies
Required Learning Activities
• Critical Thinking, Ch. 1
• Critical Thinking, Ch. 2
• Critical Thinking, Ch. 3
• Week One Electronic Reserve Readings
• Knowledge Check Personalized Study Guide
• Critical Thinking Ch. 1, 2, & 3 Microsoft® PowerPoint® Presentations
• Critical Thinking Ch. 1 Multiple Choice Quiz
• Critical Thinking Ch. 2 Multiple Choice Quiz
• Critical Thinking Ch. 3 Multiple Choice Quiz
• Gates Go Back to School Video
• Introduction
• Learning Team
Assignments
See the student website for additional recommended learning activities that may help you learn this week's concepts.
Title Type Due Points
Week 1 Participation
Participate in class discussion. Individual Oct 06, 2014 11:59 PM 2
Critical Analysis Worksheet
Read "Common Core" and "The Battle Against Common Core
Standards."
Complete the University of Phoenix Material: Critical Analysis
Worksheet.
Individual Oct 06, 2014 11:59 PM 2
Critical Thinking Discussion and Summary
Participate in a class discussion by responding to the following
questions:
• How would you define critical thinking? What makes a person a
critical thinker?
• Why is critical thinking important? Provide an example of how critical
thinking has helped you.
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3.7 MOOCs and Open Knowledge
This document discusses ways to create low-cost MOOCs while maximizing open knowledge and reuse of resources. It recommends aggregating and contextualizing open educational resources rather than creating new content. Short videos and editable file formats like PDFs and PowerPoints allow for easy replacement and editing. Maximizing future reuse of resources, learning structures, and community forums keeps costs low. Open licensing, Wikipedia, and translation services further reduce expenses.
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This document discusses strategies for developing low-cost MOOCs. It compares xMOOCs and cMOOCs, noting that xMOOCs require higher upfront costs for preparation while cMOOCs have higher costs during the course. Several recommendations are provided to maximize registration, minimize dropouts, optimize teams and schedules, and enhance sustainable and open communication and knowledge sharing in a low-cost manner through strategies like leveraging open resources and cloud services. The document poses questions about whether xMOOCs should be favored over cMOOCs for low-cost approaches and ideas for enhancing openness while maintaining low costs.
Moocs4all 3.2
This document discusses sustainable approaches to MOOCs in terms of communication, pedagogy, and optimization of time, money, and personal energy spent. It compares MOOCs to MOODLE platforms and courses. MOOCs tend to have massive numbers of students, easy registration with no cost, short introductory video clips as the main tool, and social communities that extend beyond the course. They also experience large dropout rates in the early days. In contrast, MOODLE courses have limited student numbers, costly registration, integrate standard platforms without specific video elements, and do not focus on building communities. The document asks what constitutes a low-cost approach to communication and pedagogy.
3.3 xMOOCs vs cMOOCs
The document discusses strategies for creating MOOCs on a budget and compares xMOOCs and cMOOCs. It finds that xMOOCs require more upfront time and cost in preparation, while cMOOCs have higher costs during the course due to more interaction. However, proper planning can reduce time spent on xMOOCs later. For cMOOCs, using communication tools can reduce time. Overall, planning the MOOC as a research project using simple tools like spreadsheets can help reduce costs and save time and energy for both xMOOCs and cMOOCs when operating with limited resources.
3.6 Sustainable Interpersonal Communication
This document discusses sustainable interpersonal communication strategies for MOOCs on a budget. It recommends using email for notifications and task management while also utilizing social networks like Twitter, Facebook, and Instagram. Specific suggestions include using Twitter for a backchannel during livestreams, enabling student questions and responses on forums, and using searchable archives like Twitter and Instagram. To manage multiple social accounts cost effectively, it recommends free tools like TweetDeck and the paid tool HootSuite. The document ends by asking for opinions on whether MOOCs need to limit tools to only those provided by the hosting platform.
Facilitating innovative practical solutions
http://martingilbraith.wordpress.com/2013/03/05/facilitating-innovative-practical-solutions-to-todays-social-challenges-bringing-together-iaf-ica-and-the-rsa-in-moscow/
PHL320 Critical Thinking andDecision Making in Business.docx
PHL/320 Critical Thinking and
Decision Making in Business
Copyright ©2014 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course explores the critical thinking techniques necessary to be an effective manager within an organizational setting.
Students will focus on critical-thinking and reasoning methods as they apply to management concepts within a work
environment. Other topics include the use of critical thinking skills in the decision-making process as it applies to
expectations for successful performance of employees and organizations and achieving desired business goals.
Course Dates
Sep 30, 2014 - Nov 03, 2014
Faculty Information
• Academic Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Get Ready for Class
• Familiarize yourself with the textbooks used in this course.
Course Materials
All electronic materials are available on your student website.
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
Policies
JENNIFER STEPHENS (PRIMARY)Name :
Email Address : [email protected]
Alternate Email Address
Phone Number : Not Available
Week1 Sep, 30 - Oct, 06
Basics of Critical Thinking
Tasks
1.1 Describe the importance of critical thinking to the decision-making process.
1.2 Differentiate among types of reasoning and critical thinking.
1.3 Explain common cognitive biases.
Objectives/Competencies
Required Learning Activities
• Critical Thinking, Ch. 1
• Critical Thinking, Ch. 2
• Critical Thinking, Ch. 3
• Week One Electronic Reserve Readings
• Knowledge Check Personalized Study Guide
• Critical Thinking Ch. 1, 2, & 3 Microsoft® PowerPoint® Presentations
• Critical Thinking Ch. 1 Multiple Choice Quiz
• Critical Thinking Ch. 2 Multiple Choice Quiz
• Critical Thinking Ch. 3 Multiple Choice Quiz
• Gates Go Back to School Video
• Introduction
• Learning Team
Assignments
See the student website for additional recommended learning activities that may help you learn this week's concepts.
Title Type Due Points
Week 1 Participation
Participate in class discussion. Individual Oct 06, 2014 11:59 PM 2
Critical Analysis Worksheet
Read "Common Core" and "The Battle Against Common Core
Standards."
Complete the University of Phoenix Material: Critical Analysis
Worksheet.
Individual Oct 06, 2014 11:59 PM 2
Critical Thinking Discussion and Summary
Participate in a class discussion by responding to the following
questions:
• How would you define critical thinking? What makes a person a
critical thinker?
• Why is critical thinking important? Provide an example of how critical
thinking has helped you.
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This document discusses key aspects of creating and implementing portfolios in an educational setting. It emphasizes identifying clear learning targets, determining the appropriate type of portfolio based on context, engaging students in selecting artifacts, and preparing students to annotate and reflect on portfolio contents. The document also stresses investing time upfront, ensuring accuracy, and making the portfolio experience safe and focused on student learning and responsibility.
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Moocs4all 3.4
- 2. 3. Pedagogies and Communica1on 3.4. Maximizing registra1on, minimizing dropouts
- 3. 3.4 Maximizing registra1on • Find an en1cing subject
- 4. 3. Maximizing registra1on • Have an exper1se on the contents
- 5. 3. Maximizing registra1on • Think about tenta1ve audience
- 6. 3. Maximizing registra1on • Publish an aBrac1ve promo1onal videoclip • Create an interes1ng presenta1on video
- 7. 3. Maximizing registra1on • Interna1onal marke1ng
- 8. 3.4 Minimizing DropOuts • Surveys during the course
- 9. 3.4 Minimizing DropOuts • Provoca1ve ques1ons and discussions
- 10. 3.4 Minimizing DropOuts • Mixing evalua1on types • Thinking about WHEN the different types of evalua1on
- 11. 3.4 Minimizing DropOuts • Gamifica1on, providing budgets to students, rewards
- 12. Thanks for your aBen1on.