If 2013 was the year that MOOC mania peaked in the Gartner hype cycle, then surely 2014 is the year in which they have entered the trough of disillusionment. And just as it was important last year to push back … Continue reading →
"Below we’ve gathered a diverse list of learning apps across iOS and Android from giants like Google, Apple, Microsoft, as well as upstarts like Brainfeed, The Sandbox, and Knowji. None of the apps are perfect, but each app does something special, and in that talent represents what’s possible as we careen towards 2020 and beyond.
Learning through play. Self-directed learning. Flipped learning. Mobile learning. Collaborative learning. Social learning. It’s all here. Alone, none offer the turn-key approach to education that textbooks have traditionally turned to. But this is a strength. As education technology grows, we can adapt to new learning models that take advantage of the fragmented but enormous potential of self-directed, creative, collaborative, and almost entirely mobile learning."
Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. The web influences people’s way of thinking, doing and being; and people influence the development and content of the web.
Here is an old joke. Abe meets Pete. Abe: I heard that you are planning to become a millionaire, how is it going? Pete: well, yesterday I started working on my second million, I didn’t succeed on the first one.
In the spirit of this joke I proudly present to you: Education 3.0
Apparently Edu 2.0 did not work. But this time it will be different.
Here are some reasons why your presentations are BAD! We know that so many of you use programs like PowerPoint or Prezi because they have been around for a while, and it is what you know, but change is not always a bad thing, especially if that change can lead to presentations beyond your wildest imagination.
There are a number of good options for educators looking to build their own MOOCs. Here is a look at five of the most interesting platforms.
By the end of 2013, most top universities had started to offer some sort of MOOC (massive open online course). Now, we are starting to see the MOOC product move into the corporate and private realm. Companies like Google and Tenaris are using MOOCs for training their employees, MongoDB is educating developers through the MOOC medium and thousands of private instructors are teaching classes on sites like Udemy.
If you are considering a MOOC for yourself or your organization, you’ll first need to determine which tool you will use to build the course. The following is an assessment of five popular free MOOC (and MOOC-like) platforms.
Aanzet tot echte leer-en-instructie-theorie (uit de hoek van wij zijn ons brein)
UDL lijkt een soort op neurologie gebaseerde ergonomische benadering van het leerproces te zijn. Vanuit die vrij theoretische benadering weet men richtlijnen/aandachtspunten voor het goed laten verlopen van een leerproces te formuleren. Als praktiserend onderwijsontwerper komen mij die richtlijnen als zeer plausibel, waardevol en praktisch over. Het verhaal is nog niet af, maar dit maakt de indruk van een goed begin.
Er zijn voorbeelden van toepassing van UDL bij onderwijs ontwerp.
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Wilko Dijkhuis's insight:
Nice overview of the political program educational “reformers” try to implement.
Note the claim that their efforts are based on solid theory. Their view on what a theory is is highly problematic. The un- testable speculations of Dewey, Vygotsky or Rousseau count as theory in that circles. Basically they mean by theory the same as Christian fundamentalist mean when they say that evolution is just a “theory”.
Note also that their proposals make the teaching of real theories (hypotheses that survived the test of empirical evidence and logical consistency) almost impossible. Teaching such theories would involve: a professor that knows it all, who tries to share his treasures with his students; and students that are supposed to make an effort to “get it”. The cultural transmission of theories from one generation to the next will be ended when the “reformers” get their way.
Here is the brutal essence of their reform program: kill the teachers, burn the libraries, let the digital natives gather around the digital campfire and by means of social construction create the world of Warcraft for real.
Interesting pedagogical concept. - all classes are seminars (19 students + 1 prof) - all classes will be conducted virtually (no in the flesh meetings) - the student participation in the seminar is monitored and recorded constantly (one student, one camera)
- assessment is based on reviewing the recorded participation in the seminars
Een uitputtend overzicht van de warboel in het hoofd van onderwijs"wetenschappers".
Waarom de quotes rond wetenschappers?
1) echte wetenschap streeft naar logisch consistente theorieën (dit is een systeemloos curiositeiten kabinet waaruit managers, politici en ideologen alles bij elkaar kunnen grabbelen wat ze kunnen gebruiken - dit opportunistische selecteren van bruikbare brokjes noemt men heel hoogdravend: "het formuleren van een visie op leren" -)
2) echte wetenschap formuleert toetsbare theorieën, Theorieën die de toetsing niet overleven worden verlaten (veel van de "wetenschap" in dit holistische overzicht is of niet toetsbaar, of bleek bij empirische toetsing niet te kloppen)
Overigens wel een leuk overzicht van de de manier waarop allerlei kreten in het onderwijsvernieuwing debat worden gebruikt.
The potentially fruitful intersection of massive open online courses (MOOCs), Open Educational Resources (OERs), and libraries is nicely explored in a newly released environmental scan and assessment released under ...
2013 was a year of hype for MOOCs (massive open online courses). Great big numbers and great big hopes were followed by some disappointing first results. But the head of edX, Anant Agarwal, makes the case that MOOCs still matter -- as a way to share high-level learning widely and supplement (but perhaps not replace) traditional classrooms. Agarwal shares his vision of blended learning, where teachers create the ideal learning experience for 21st century students.
Wilko Dijkhuis's insight:
Very usefull TED talk
MISSION of edX: Re-imagine education using modern technology
The real meat of the presentation starts at about 8:50 (so be a active learner and fast forward)
What makes learning effective (which principles/tactics MOOCs use to optimise learning) - active learning (craig + lockhart 1972) lesson = 7 minute clip followed by student activity, repeat this N times - self paced (pause, rewind, fast fore-ward your prof.) - instant feedback (e.g. computer graded exercises) - gamification + virtual labs (hands on learning, try things out) - peer assessment/learning (real discussion on forums, learn by teaching) - use classroom for in person interaction (flipped classroom)
Missing in this presentation - assessment shift from summative to formative (only implied above) - mastery learning
Buss model EdX: license next generation text books.
As far as technology itself and education is concerned, technology is basically neutral. It’s like a hammer. The hammer doesn’t care whether you use it to build a house or whether on torture, using it to crush somebody’s skull, the hammer can do either.
"Google Drive is one of the fundamental tools in our digital toolkits as teachers and educators. Whether you want to compose a document, create a presentation, design a sheet, or share a beautiful drawing you made, Google Drive provides you with the tools to do that on any device and anywhere you are with an internet connection "
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