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Rescooped by João Marques from Library Corner
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Coursera under fire in MOOCs licensing row

Coursera under fire in MOOCs licensing row | (e)Learning | Scoop.it
A prominent member of the open education movement, former Open University Vice-Chancellor Sir John Daniel, has criticised online education provider Coursera for not making its materials available under…...

Via Miguel Mimoso Correia
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Rescooped by João Marques from Jogos educativos digitais ~ Serious Games
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The Wonderful World of Humanities in #MineCraft

The Wonderful World of Humanities in #MineCraft | (e)Learning | Scoop.it
MIT Technology Review just discussed the phenomenon of Minecraft in this article : More than 22 million people have paid to immigrate to his world and settle there (nearly three times as many as li...

Via Teresa Pombo
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Rescooped by João Marques from Networked Learning - MOOCs and more
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MOOCs and Distance Education Institutions | Terry Anderson - Virtual Canuck, Teaching and Learning in a Net-Centric world, blog

MOOCs and Distance Education Institutions | Terry Anderson - Virtual Canuck, Teaching and Learning in a Net-Centric world, blog | (e)Learning | Scoop.it

Much has been written and much more will by the time you are reading this article, from when I write it in March 2013 – the MOOC terrain is under very rapid development. John Daniel (2012) article, does a good job of defining and describing MOOCs and clearly notes the different models and pedagogy (xMOOCs, cMOOCs) that differentiate pedagogies, practices and profits involved in today’s MOOC offerings. In this article, I attempt to update our map of the terrain and provide a lens through my 2003 Interaction Equivalency Theorem (Anderson, 2003) to help us understand and explain this latest development and/or fad in higher education.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, June 25, 2013 5:52 AM

After unpacking the acronym (and saying some very useful things about the O of openness), Terry Anderson discusses MOOCs under the headings of:

- pedagogy: "I am not so quick to denigrate this [cognitivist-behaviourist] pedagogy …"

- loss of academic jobs: "… technophiles have been making predictions and teachers dreading the possibility of their replacement by advanced communications technologies. Prior to MOOCs these promises have not materialized …]

- participation: "… there many different types of students attracted and they have wide variety of expectations and commitments …"

- credentialing: "Perhaps between these two competing systems [degree credits versus certificates of completion] lies an opportunity for nimble open education institutions."

- business models: "Two features of MOOCs have most concerned politicians, press and academia. These are the lack of a clear revenue model to justify institutional expenses and entry of ‘silicon valley’ mindset…."

- implications for open and distance education: "MOOCs and especially those developed by for-profit companies can be perceived as yet more unwelcomed competition to distance education institutions. But …"

 

The article is written from the perspective of how MOOCs affect open universities, but has a lot of sensible thinking to offer to anybody with an interest in MOOCs. Terry's willingness to make unpopular claims, adds to this: "It is quite surprising to me how many of my educational colleagues seem so skeptical of any potential improvement in education effectiveness, as if our profession is incapable of exploiting technological and pedagogical innovations that are available to us." Highly recommended reading! (@pbsloep)

Rescooped by João Marques from E-Learning, Formación, Aprendizaje y Gestión del Conocimiento con TIC en pequeñas dosis.
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22 Effective Ways To Use Twitter In The Classroom.

22 Effective Ways To Use Twitter In The Classroom. | (e)Learning | Scoop.it
You can actually use Twitter in the classroom with Bloom's Taxonomy thanks to this awesome table that details nearly two dozen different ways to integrate the pair!

Via Juan Jesús Baño Egea
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Mindy M Walker's curator insight, June 20, 2013 3:53 PM

I like it - students are going to Tweet, so why not provide an instructional framework. They learn w/a popular digital technology; teachers infuse a way to think about, organize and share information.

Rescooped by João Marques from Ed Tech & eLearning
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The teaching and learning foundations of MOOCs

The teaching and learning foundations of MOOCs | (e)Learning | Scoop.it
The idea that massive open online courses (MOOCs) provide a less valid learning experience than face-to-face courses is a furphy. Here are some reasons why the critics are wrong.

Via Susan Bainbridge, Carlos Pinheiro
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elearning at eCampus ULg's curator insight, June 17, 2013 3:29 AM
Toujours à prendre avec le recul nécessaire mais un point de vue intéressant et des liens conceptuels concrets
António Maneira's curator insight, June 18, 2013 5:26 AM

That's it!

There is no strong apparent reason for MOOCs to be less valid then face-to-face courses.

It is an e-learning model for great numbers that in most cases attracts lots of people which is great to researchers as it increase significance of quantitative research studies.  

Rescooped by João Marques from E-Learning, Formación, Aprendizaje y Gestión del Conocimiento con TIC en pequeñas dosis.
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How can technology enhance learning.pdf


Via Roselink, Juan Jesús Baño Egea
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Rescooped by João Marques from Educational Technology News
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What Is Web 3.0 And How Will It Change Education?

What Is Web 3.0 And How Will It Change Education? | (e)Learning | Scoop.it
We'll reach a new state of web skills when we reinvent technology tools to better enhance our personal learning. We'll be at 3.0 when schools are everywhere and not viewed as daycare.

Via EDTC@UTB
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Rescooped by João Marques from Easy MOOC
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Why Cheat? Plagiarism in MOOCs

Why Cheat? Plagiarism in MOOCs | (e)Learning | Scoop.it
Our initial reaction to cheating in a MOOC is that only a thief or an imbecile would do this in a free non-credit class. I want to suggest the explanation for plagiarism in MOOCs might be more complicated.

http://www.scoop.it/t/easy-mooc


Via Lucas Gruez
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Rescooped by João Marques from Virtual Learning Environments
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2 Critical Factors Of LMS Switching | The Upside Learning Blog

2 Critical Factors Of LMS Switching | The Upside Learning Blog | (e)Learning | Scoop.it
LMS switching is a highly conscious decision. Post Discusses the two significant, but largely ignored components of LMS Switch - Migration & Adoption.

Via ewaadam
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Rescooped by João Marques from Virtual Worlds Corner
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Second Life turns 10: what it did wrong, and why it may have its own second life

Second Life turns 10: what it did wrong, and why it may have its own second life | (e)Learning | Scoop.it
As it celebrates a decade of enabling virtual experiences, Second Life provides startups with a few hard but valuable lessons on the realities of creating products and building audiences.

Via Miguel Mimoso Correia
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Rescooped by João Marques from Digital Delights
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Connectivism, Online Learning, and the MOOC

Longish online WizIQ presentation that looks mostly at the concept of learning theories and MOOCs. The first part examines in some detail the concept of knowled

Via Ana Cristina Pratas
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Rescooped by João Marques from Eclectic Technology
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Learning Objectives - Learning Outcomes: What is the Difference?

Learning Objectives - Learning Outcomes: What is the Difference? | (e)Learning | Scoop.it
Learning outcomes v. Learning objectives. Is there a difference? what do you think? I suggest that learning outcomes give students a destination to reach for, an expectation to achieve. Learning ob...

Via Beth Dichter
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Beth Dichter's curator insight, June 16, 2013 9:22 PM

This post provides an image that looks at what we should consider as destination points for our students as they work on learning objectives. Have you consider using project-based learning and having that be an objective? How about a gamification objective? A few others are described in this infographic as are words to consider for the learning outcome.

Rescooped by João Marques from Connectivism
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Grants for MOOC Research

Grants for MOOC Research | (e)Learning | Scoop.it
Ann Priestley's list of legal MOOCs now enables researchers in the legal community to identify a sizeable number of law-related MOOCs offered by several different providers, and to design studies o...

Via Susan Bainbridge
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Rescooped by João Marques from Educational Technology News
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3 Characteristics Every LMS Should Have

3 Characteristics Every LMS Should Have | (e)Learning | Scoop.it

"Required learning management system characteristics can vary depending on the organization, but there are still some fundamental items that every LMS should contain in order to provide true value an organization. First, I should note that there is a difference between characteristics and features. Features refer to the functionality that is contained within the LMS itself... On the other hand, characteristics refer to not just the features, but the overall offering of the LMS."


Via EDTC@UTB
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