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Pimbl - a new presentation tool

Pimbl - a new presentation tool | Learning & Mind & Brain | Scoop.it

Create your content on an open canvas.


Via Baiba Svenca
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Baiba Svenca's curator insight, May 19, 11:23 AM

Pimbl is a new presentation tool in beta that is open for sign up requests. No more information is available at present, you just need to try it.

Paula King, Ph.D.'s curator insight, May 20, 7:55 AM

sign up for trial.

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What is the World Wide Web? TED-Ed

What is the World Wide Web? TED-Ed | Learning & Mind & Brain | Scoop.it

The World Wide Web is used every day by millions of people for
everything from checking the weather to sharing cat videos. But what is it exactly? Twila Camp describes this interconnected information system as a virtual city that everyone owns and explains how it’s organized in a way that mimics our brain’s natural way of thinking.


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Beth Dichter's curator insight, May 18, 5:59 PM

Once again TED-Ed hits a home run in explaining a complex concept simply. This video, which looks at the World Wide Web will help students understand the difference between the World Wide Web and the Internet as well as teaching them about how hyperlinks mimic the way our brains learn and much more. As always you will find a quiz, additional resources and an online forum/

LibrarianLand's curator insight, May 19, 12:37 PM

This is a short, fairly concise video explaining the world wide web. It delineates the difference between the web and the internet and briefly touches on servers, languages and more. Simple and elegant.

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Index of cognitive skills and educational attainment | Pearson | The Learning Curve

Index of cognitive skills and educational attainment | Pearson | The Learning Curve | Learning & Mind & Brain | Scoop.it
International rankings in education based on cognitive skills and educational attainment. The research data collected has been visualised using a heat map and is also presented in an education ranking table.

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Gust MEES's curator insight, May 18, 3:26 PM

International rankings in education based on cognitive skills and educational attainment. The research data collected has been visualised using a heat map and is also presented in an education ranking table.

ANA's curator insight, May 19, 2:12 AM

Rankings internacionales en educación

ICTPHMS's comment, May 19, 6:23 AM
You are welcome!
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Squify: THE WORLDS FIRST 3D SEARCH ENGINE

Squify: THE WORLDS FIRST 3D SEARCH ENGINE | Learning & Mind & Brain | Scoop.it
Search the web in 3D and generate money for good cause's you select. Squify, the First 3D Visual Search Engine! Share Squify with your friends and lets better the world.

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Mirta Liliana Filgueira's curator insight, May 18, 9:09 PM

Buscador Squifi en 3D

Mª Luz Riquelme's comment, May 19, 4:25 AM
Thanks for encouraging innovation in the search for content. This is the first step for continuous quality training.
Fathie Kundie's curator insight, May 19, 10:43 AM

محرك بحث ثلاثي الابعاد

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Faculty group continues anti-MOOC offensive @insidehighered

Faculty group continues anti-MOOC offensive @insidehighered | Learning & Mind & Brain | Scoop.it

The faculty leaders behind the Campaign for the Future of Higher Education continued their barrage against massive open online courses on Tuesday, challenging the providers to come clean on “overblown, misleading or simply false” rhetoric.

 

In letters blasted off last week to the founders of Coursera, edX and Udacity, the organization expresses its concern that the MOOC providers are motivated not by the “needs of our students, but the needs of [their] investors.”

 

“Higher education institutions, policy makers, families and taxpayers deserve the facts about MOOCs and similar forms of online education,” the letters read. “They should not be misled by wondrous promises of cheap and easy solutions.”

 

The organization has long been a critical voice against MOOCs. Its members cheered the signs of MOOC fatigue seen in 2013, but even as the hype has leveled off, the organization has kept up its offensive. Last October, the group released a series of working papers criticizing online learning and the influence of for-profit entities in higher education, arguing the debate ignored questions of quality in favor of “[focusing] squarely and exclusively on what will make money for particular companies.”

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Cambrian Explosion of Technology: Stephen Wolfram Wants To Inject Computation Everywhere

Cambrian Explosion of Technology: Stephen Wolfram Wants To Inject Computation Everywhere | Learning & Mind & Brain | Scoop.it

At the 2014 SXSW Conference, Stephen Wolfram introduced the Wolfram Language, a symbolic language.  His video presentation shows some of  the profound implications of this new technology.


Imagine a future where there's no distinction between code and data. Where computers are operated by programming languages that work like human language, where knowledge and data are built in, where everything can be computed symbolically like the X and Y of school algebra problems. Where everything obvious is automated; the not-so-obvious revealed and made ready to explore. A future where billions of interconnected devices and ubiquitous networks can be readily harnessed by injecting computation.


That's the future Stephen Wolfram has pursued for over 25 years: Mathematica, the computable knowledge of Wolfram|Alpha, the dynamic interactivity of Computable Document Format, and soon, the universally accessible and computable model of the world made possible by the Wolfram Language and Wolfram Engine.


"Of the various things I've been trying to explain, this is one of the more difficult ones," Wolfram told Wired recently. What Wolfram Language essentially does, is work like a plug-in-play system for programmers, with many subsystems already in place.  Wolfram calls this knowledge-based programming.

Wolfram Language has a vast depth of built-in algorithms and knowledge, all automatically accessible through its elegant unified symbolic language. Scalable for programs from tiny to huge, with immediate deployment locally and in the cloud, the Wolfram Language builds on clear principles to create what Wolfram claims will be the world's most productive programming language.


Via Dr. Stefan Gruenwald
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The MOOC Problem - Hybrid Pedagogy

The MOOC Problem - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it

The purpose of education is in large part linked to its standing as a social science. Philosophers dating back to Socrates have linked education to a purpose beyond the individual, one where accrual of facts and training in skills is not the outcome or objective for the individual nor society; rather, a deeper relationship with thought and reason is necessary for the development of each person and in turn their community. This is at the heart of much great philosophy:  luminaries such as Locke, Milton, Rousseau, Hume and others saw education as a continuation of society through means greater than memory recall and skilled competencies. The education discipline is built upon this theory and is at the heart of its mission: through pedagogy and methodology education can foster the growth of our culture through each person.


This is not the methodology from which most outside interests view education. Rather than endeavoring to improve the practice, their stated goal is to solve education, noting that education is in crisis and its survival requires tautological changes to the status quo. This is the rallying cry most recently seen around the movement of massive open online courses (MOOCs), where a cavalcade of venture capitalists, politicians, computer scientists and media pundits have chosen to define education through analytics and instrumentation, the MOOC representing an opportunity to democratize education on a global level while at the same time undercutting the cost behemoth of a contemporary higher education. This argument reads like a win-win, but in reality the MOOC as a learning system has underperformed traditional models and shows no large-scale cost benefit to education providers. At this point, the MOOC as an instrument is a failure.  However, the MOOC as a landscape-altering educational phenomenon is a fascinating success, in large part due to shifting the definition of education away from its historical roots to a skills-based, instrumentally-defined exercise.

 

 

Miloš Bajčetić's insight:

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Lectures Aren't Just Boring, They're Ineffective, Too, Study Finds

Lectures Aren't Just Boring, They're Ineffective, Too, Study Finds | Learning & Mind & Brain | Scoop.it

Are your lectures droning on? Change it up every 10 minutes with more active teaching techniques and more students will succeed, researchers say. A new study finds that undergraduate students in classes with traditional stand-and-deliver lectures are 1.5 times more likely to fail than students in classes that use more stimulating, so-called active learning methods.


Via Nik Peachey
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Tony Parkin's curator insight, May 16, 12:13 AM

It would be interesting to know if this has changed over time?

Monica MIRZA's curator insight, May 16, 9:04 AM

Quite logical...

 

Lisa Carey's curator insight, May 30, 6:50 AM

Who has the most "air-time" in a classroom?  The teacher or the students?  We learn by doing. 

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Online Ed: Teaching Millions or Making Millions?


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Rosemary Tyrrell's curator insight, May 13, 2:52 PM

Biased, but asking some very important questions. 

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The Landing: The boundaries of connectivism

Stephen Downes has written a series of counter arguments and ripostes to mine in his half-an-hour blog, split into four distinct but related parts. If you have not already read these and you are seeking a deeper understanding of Downes’s interpretation of connectivism, I think these four relatively brief posts distinguish his position well. After the initial post, which I find compelling and respond to fairly fully below, most of his actual attacks in the later posts are not on my arguments but on a few very specific sentences, and in some cases individual words, taken out of context, that have little to do with what I was arguing about. They do none-the-less provide some very interesting expansions of Downes's ideas and are rich in insights and explanations. I will write more about these other posts at a later date, especially on evolution and networks, but only provide some short, general responses to each of them in this post, mainly to highlight a few substantial inaccuracies and misunderstandings.


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The Big 7: Create Online Courses Based On These Principles of Learning

The Big 7: Create Online Courses Based On These Principles of Learning | Learning & Mind & Brain | Scoop.it

There are principles of good learning design and delivery every training professional should be aware of. These are not mere abstractions but rather serve as a practical guide in planning effective online training programs. In fact, Geri E. McArdle, in his book Training Design and Delivery, encourages training professionals to become familiar with these and apply them later. Basically, if they understand these principles and weave them into their training, they'll create more effective online learning experiences.


Via Beth Dichter
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Beth Dichter's curator insight, May 12, 7:23 PM

Course design, whether online or in a classroom, requires good learning design and this post provides a great visualization of seven key principles. Along with the visual there is also a description for each of which have at least one link to additional information. If you planning a new course or revising one soon this graphic may assist you in the process.

Designing for Learning's curator insight, May 13, 10:52 PM

A quick practical guide for the design and delivery of online courses.

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Critical Thinking Toolbox: How to Brainstorm

Critical Thinking Toolbox: How to Brainstorm | Learning & Mind & Brain | Scoop.it
Hans and Nathaniel Bluedorn, brothers who specialize in critical thinking, offer a simple, instructive, and amusing look at what it takes to brainstorm, including six suggestions for teaching students to develop this important collaborative skill.

 

Brainstorming is an essential part of critical thinking and a tool that people use to invent an idea, find a solution to a problem, or answer a question.

 

6 Elements of the Perfect Brainstorm

 

Brainstorming is simple and natural. However, when groups of people collaboratively brainstorm, we can have wildly different experiences -- from awesome idea-generating sessions to complete chaos. We have provided some tips to helps your students enhance their brainstorming skills.

 

1. Pick a question or problem to solve2. Pick a time and place3. Encourage discussion and ideas4. Set a time limit5. Write all the ideas down and organize6. Get rid of bad ideas
Via Charles Fischer
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Charles Fischer's curator insight, May 8, 7:36 AM

A useful toolbox for students and teachers to think about when generating ideas, especially when a large group is working together. One of the biggest issues in problem-solving is when a potentially good idea gets shot down early in the process.

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Look Up - YouTube

'Look Up' is a lesson taught to us through a love story, in a world where we continue to find ways to make it easier for us to connect with one another, but always results in us spending more time alone.

Written, Performed & Directed by Gary Turk.

 

 

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A Visual Guide To Slowing Down The Distracted Generation - Edudemic

A Visual Guide To Slowing Down The Distracted Generation - Edudemic | Learning & Mind & Brain | Scoop.it

I’m guilty. And I’m definitely too old to be considered part of the ‘distracted generation’. I didn’t grow up with a device in hand at all times, hopping from shiny thing to shiny thing on the internet. I use tools to help keep me from being distracted online. Distractions are all around with technology, and connecting with distracted students can sometimes be difficult. The handy infographic below takes a look at some statistics on reading vs. device use and offers some suggestions to help our students of the ‘distracted generation’ slow down a bit. Keep reading to learn more!


What Can You Do?


- Create a passion for the written word
- Read with them
- Make books available
- You should read too- give them an example
- Give them tools to succeed
- e-readers are convenient and may be more familiar to them than a book – but it is still reading!
- Make reading fun

 

 

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elearnspace › Multiple pathways: Blending xMOOCs & cMOOCs

elearnspace › Multiple pathways: Blending xMOOCs & cMOOCs | Learning & Mind & Brain | Scoop.it

The interest in making xMOOCs more like cMOOCs (a few silly folks have called it MOOC 2.0 – haha) seems to be growing. In particular, MOOC providers are adding “social” in the same way that vitamins are added to food, “Now, with beta-carotene”! After much discussion at our designjam, I’ve concluded that cMOOCs and xMOOCs are incompatible. They cannot be blended. Pedagogically and philosophically, they are too different. It’s like trying to make a cat a dog. Entertaining, perhaps, but a fruitless venture.

 

Where I think xMOOCs and cMOOCs can work together is as parallel tracks where learners can navigate from one approach to another. During the designjam, I described this as needed pathways based on learner needs at different time in their learning. For example, when I engage with a new content area, I enjoy some structure and guidance. At other moments, I have random urges to create things. Learners should have freedom to bounce between structure and unstructured pathways based on personal interest.

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Stephen Hawking: 'Implications of artificial intelligence - are we taking AI seriously enough?'

Stephen Hawking: 'Implications of artificial intelligence - are we taking AI seriously enough?' | Learning & Mind & Brain | Scoop.it
With the Hollywood blockbuster Transcendence playing in cinemas, with Johnny Depp and Morgan Freeman showcasing clashing visions for the future of humanity, it's tempting to dismiss the notion of highly intelligent machines as mere science fiction. But this would be a mistake, and potentially our worst mistake in history.

 

Artificial-intelligence (AI) research is now progressing rapidly. Recent landmarks such as self-driving cars, a computer winning at Jeopardy! and the digital personal assistants Siri, Google Now and Cortana are merely symptoms of an IT arms race fuelled by unprecedented investments and building on an increasingly mature theoretical foundation. Such achievements will probably pale against what the coming decades will bring.

 

The potential benefits are huge; everything that civilisation has to offer is a product of human intelligence; we cannot predict what we might achieve when this intelligence is magnified by the tools that AI may provide, but the eradication of war, disease, and poverty would be high on anyone's list. Success in creating AI would be the biggest event in human history.

 

Unfortunately, it might also be the last, unless we learn how to avoid the risks. In the near term, world militaries are considering autonomous-weapon systems that can choose and eliminate targets; the UN and Human Rights Watch have advocated a treaty banning such weapons. In the medium term, as emphasised by Erik Brynjolfsson and Andrew McAfee in The Second Machine Age, AI may transform our economy to bring both great wealth and great dislocation.

 

Looking further ahead, there are no fundamental limits to what can be achieved: there is no physical law precluding particles from being organised in ways that perform even more advanced computations than the arrangements of particles in human brains. An explosive transition is possible, although it might play out differently from in the movie: as Irving Good realised in 1965, machines with superhuman intelligence could repeatedly improve their design even further, triggering what Vernor Vinge called a "singularity" and Johnny Depp's movie character calls "transcendence".

 

One can imagine such technology outsmarting financial markets, out-inventing human researchers, out-manipulating human leaders, and developing weapons we cannot even understand. Whereas the short-term impact of AI depends on who controls it, the long-term impact depends on whether it can be controlled at all.

 

So, facing possible futures of incalculable benefits and risks, the experts are surely doing everything possible to ensure the best outcome, right? Wrong. If a superior alien civilisation sent us a message saying, "We'll arrive in a few decades," would we just reply, "OK, call us when you get here – we'll leave the lights on"? Probably not – but this is more or less what is happening with AI. Although we are facing potentially the best or worst thing to happen to humanity in history, little serious research is devoted to these issues outside non-profit institutes such as the Cambridge Centre for the Study of Existential Risk, the Future of Humanity Institute, the Machine Intelligence Research Institute, and the Future of Life Institute. All of us should ask ourselves what we can do now to improve the chances of reaping the benefits and avoiding the risks.


Via Dr. Stefan Gruenwald
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Tekrighter's curator insight, May 19, 6:58 AM

Do we need to control it, or learn to coexist with it?

oliviersc's comment, May 19, 1:01 PM
Partagé dans la Revue de blogs : Olivier-SC = http://oxymoron-fractal.blogspot.fr/2014/05/olivier-sc.html
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Course Quality Assurance Checklist

Course Quality Assurance Checklist | Learning & Mind & Brain | Scoop.it
Course Quality Assurance Checklist - #elearning #instructionaldesign | http://t.co/n6bfmcHEt8

 

All online courses produced and delivered by CMU Online are subject to this quality assurance process. Those modules which have been quality assured, comply with these standards, and will be marked by a quality stamp clearly visible on the welcome and introductory page. These standards were developed based on Maximizing Learning (for more info, Expectations for the Faculty Role, Expectations for Students)


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Which innovative ideas will lead the future for American campuses?

College and university presidents are an understandably optimistic
group, confident that the institutions of higher education they preside
over are either the world’s best, or among the best. An overwhelming
majority of presidents feel they provide good, very good, or excellent
value to students and their families, skepticism on the part of much of
the public notwithstanding. 

 

These presidents are confident but not hidebound or defensive. They
recognize that higher education is under the stress of economic,
demographic, and technological forces that will reshape campuses
substantially in the coming years. The presidents not only welcome
that future but advocate disruptive change rather than simply
evolutionary change to bring it about.


They are open-minded about new ideas. They are enthusiastic about
hybrid learning that includes both face-to-face and online instruction,
but remain very dubious about MOOCs. What is clear from the survey
is that presidents know that innovation is taking hold in higher
education, but that they want to have more control over how, when,
and where that change happens.

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What Teachers Need to Know about The New Creative Commons 4.0 Licenses ~ Educational Technology and Mobile Learning

What Teachers Need to Know about The New Creative Commons 4.0 Licenses ~ Educational Technology and Mobile Learning | Learning & Mind & Brain | Scoop.it

May 5, 2014
Creative Commons has recently rolled out its new 4.0 licenses and made it available for adoption worldwide. This is a fruit of two years of hard work to overcome some of the weaknesses that marked the 2011 version CC licenses .Some of the features and improvements included in 4.0 licences which make them easily shared and re-used include : improved readability and organization and common-sense attribution.


Via Dennis T OConnor
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Dennis T OConnor's curator insight, May 13, 8:10 AM

Creative Commons nuances copyright to make open educational resources a true avenue for distributing your intellectual and creative insights.  Bread upon the waters! 

Sue Alexander's curator insight, May 17, 6:12 AM

Helpful and timely information as the lines between creation, curation, sharing and re-use become increasingly interwoven,

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Conventional Online Higher Education Will Absorb MOOCs, 2 Reports Say

Conventional Online Higher Education Will Absorb MOOCs, 2 Reports Say | Learning & Mind & Brain | Scoop.it

Massive open online courses will not fundamentally reshape higher education, nor will they disappear altogether. Those are the conclusions of separate reports released this week by Teachers College at Columbia University and Bellwether Education Partners, a nonprofit advisory group.

...

MOOCs are like free gyms, says Mr. Kelly. They might enable some people—mostly people who are already healthy and able to work out without much guidance—to exercise more. But they won’t do much for people who need intensive physical therapy or the care of a doctor.

...

“Some institutions are unclear as to why they are embarking on MOOC initiatives,” write the authors of the report, Fiona M. Hollands and Devayani Tirthali, “and until they can agree internally on suitable and realistic goals, they will struggle to justify the expense and effort.”

The Columbia researchers nevertheless predict that MOOCs will not disappear. More likely, they will “evolve to more closely resemble regular online courses,” with some elements—such as one-on-one tutoring, estimable credentials, and qualitative feedback on assignments—available at a price.


Via Alberto Acereda, PhD
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Why the School-As-Factory Metaphor Still Pervades

Why the School-As-Factory Metaphor Still Pervades | Learning & Mind & Brain | Scoop.it
Why has the factory system remained such a strong metaphor for education for so long?

Via Beth Dichter
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Beth Dichter's curator insight, May 14, 7:17 PM

How many times have you heard or read about the school-as-a-factory, how public schools were created to help move children from farm-to-factory? Today this metaphor may be out of place, but conversations around education still revolve around terms that relate to factories. Think of Common Core and how business has been a prime player in the creation of the standards.

This post explores this issue and provides a number of great visuals that help bring the discussion into focus.

Chris Carter's comment, May 15, 6:44 PM
Thank you!
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MOOCs: Expectations and Reality


Via Ana Cristina Pratas
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niftyjock's curator insight, May 15, 12:58 AM

you've read it before but their are some nice case studies

Patricia Daniels's curator insight, May 15, 1:01 AM

 A qualitative study exploring 'the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years' ( Hollands, Tirthali, 2014). 

Ignasi Alcalde's curator insight, May 15, 2:28 AM

Análisis a fondo sobre los MOOC sus expectativas y la realidad actual.

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How Attention Works: The Brain’s Anti-Distraction System Discovered — PsyBlog

How Attention Works: The Brain’s Anti-Distraction System Discovered — PsyBlog | Learning & Mind & Brain | Scoop.it

Neuroscientists have pinpointed the neural activity involved in avoiding distraction, a new study reports.

This is the first study showing that our brains rely on an active suppression system to help us focus on the task at hand (Gaspar & McDonald, 2014).

The study’s lead author, John Gaspar, explained the traditional view of attentional control:

    “This is an important discovery for neuroscientists and psychologists because most contemporary ideas of attention highlight brain processes that are involved in picking out relevant objects from the visual field.

    It’s like finding Waldo in a Where’s Waldo illustration.”

While this process is important, it doesn’t tell the whole story of how attention works.

Gaspar continued:

    “Our results show clearly that this is only one part of the equation and that active suppression of the irrelevant objects is another important part.”

 

 


Via Howard Rheingold
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Howard Rheingold's curator insight, May 13, 10:36 AM

Empirical research on the neural correlates of attention is revealing a multi-functional system by which we balance the center of attention with the periphery, focus and scanning, allowing and suppressing attention to input. For students and those who are beginning to train their online infotention, it begins with strengthening the ability to ignore distractions. However, experts are also good at paying attention to perceptions on the periphery that might be important now or later (think of an expert aviator, scanning the horizon.)

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In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it

This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners in cMOOC environments. It comes from a phenomenon, and experience I identified in a recent MOOC I participated in and the experience is best described like this:


Introduction

 

I’m not a Constructivist, Behaviourist, Cognitivist, or Connectivist. This is not a call for a return to an older theory. I’m a pragmatist, like many educators. I flirt outrageously with every theory that will have me. I’m ideologically promiscuous. I go with what works, and I am ruthless in weeding out what doesn’t. I do this because there is no “one size fits all” theory. Because there is no “one size fits all” student. And because students, participants, and learners are the final metric that measures any theory, and experience is the proving ground for theory. Faith to a theory, ideological monogamy, gets in the way of the evidence.

This is the beginning of a conversation with myself and others about where my online practice should go, rather than the end of one.  I want to focus on the novice experience in cMOOCs, and how the theory may badly serve some of its participants.

 

What we think about who we are, and where we are, tells us how much we are likely to learn. This is key to the gap in Connectivist thought. Central to that gap, at the core of what I think Connectivism might be missing is this idea:


Motivation is the engine of effort, and the sense of self is the ticking heart of motivation. Our sense of self is formed by the experiences we have, the environments we have them in, and the people who design those environments. And that negotiated sense of self can engineer the success or failure of the educational experience. It can also shape our sense of ourselves long after the experience is over.

 

"One of the most important aspects of the learning experience is motivation. And one of the most important aspects of motivation is our sense of our own capability, and our sense that the environment we are learning in will allow us to achieve.

Miloš Bajčetić's insight:
"To learn in a cMOOC you need to connect.To connect in a cMOOC you need to learn."


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What’s the Story on Learning Styles?

What’s the Story on Learning Styles? | Learning & Mind & Brain | Scoop.it

Any number of us have had our doubts about learning styles. The instruments that detect, name, and classify these various approaches to learning just seemed too straightforward. How can there by only two or even four styles? And how can every learner fit neatly into one of those boxes? We also worried about how students responded to them. “I’m a visual learner,” one told me, “I don’t do textbooks.” A certain learning style then excuses one from other learning modalities?

However, what’s left standing is one unarguable fact: People do not all learn in the same way. Some of us always read the instructions first and others of us just start putting it together. Richard Felder, widely known for his work in engineering education and a teaching and learning scholar I hold in the highest esteem, shared “Are Learning Styles Invalid? (Hint: No),” a piece that carves a space between the extreme positions on learning styles.

He begins with a definition. “A learning style model specifies a small number of dimensions that collectively provide a good basis for designing effective instruction.” In other words, a designated learning style is not a complete portrait of a learner, but something closer to an outline with main points and few supporting details. He continues: “They are neither infallible guides to student behavior nor made-up constructs with no basis in reality but simply useful descriptions of common behavior patterns.”

“Learning styles are not mutually exclusive categories but preferences that may be mild, moderate or strong.” This explains the wide variation among learners with the same learning styles. In fact, there’s not two, four, or six learning styles, but numberless individual variations when prior knowledge, experience, and skill level are factored into the learning style equation.

 

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