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antropologiaNet, dataviz, collective intelligence, algorithms, social learning, social change, digital humanities
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Exploring Co-studied #MOOCs Subjects via Social Network Analysis | #Learning #SNA

Exploring Co-studied #MOOCs Subjects via Social Network Analysis | #Learning #SNA | e-Xploration | Scoop.it
Exploring Co-studied Massive Open Online Course Subjects via Social Network Analysis
luiy's insight:
AbstractMassive Open Online Courses (MOOCs) allow students to study online courses without requiring previous experience or qualifications. This offers students the freedom to study a wide variety of topics, freed from the curriculum of a degree programme for example; however, it also poses a challenge for students in terms of making connections between individual courses. This paper examines the subjects which students at one MOOC platform (Coursera) choose to study. It uses a social network analysis based approach to create a network graph of co-studied subjects. The resulting network demonstrates a good deal of overlap between different disciplinary areas. Communities are identified within the graph and characterised. The results suggests that MOOC students may not be seeking to replicate degree-style courses in one specialist area, which may have implications for the future moves toward ‘MOOCs for credit’. 
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MIT and Harvard release de-identified learning data from #MOOCs | #LearningAnalytics

MIT and Harvard release de-identified learning data from #MOOCs | #LearningAnalytics | e-Xploration | Scoop.it
Dataset contains the original learning data from the 16 HarvardX and MITx courses offered in 2012-13.
luiy's insight:

Ho and Chuang anticipate that the data will offer insight to other educational researchers. Moreover, the methods used to protect learner privacy comply with FERPA (Federal Education Rights and Privacy Act) regulations, which govern the release of such data. The practice should inform the release of future datasets from edX and offer lessons more broadly.

 

“Learning data from open online courses hold great promise for research, but good research must be replicable by others,” says Ho, an associate professor at the Harvard Graduate School of Education and co-chair of the HarvardX Research Committee. “By sharing these de-identified data, we hope to show that we can protect information about individuals while still enabling replicable research about what works in online learning.”

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Learning for a #Change | The 10 #Challenges of Change

Learning for a #Change | The 10 #Challenges of Change | e-Xploration | Scoop.it
Ten years ago, Peter Senge introduced the idea of the learning organization. Now he says that for big companies to change, we need to stop thinking...
luiy's insight:

Sidebar: The 10 Challenges of Change

 

In "The Dance of Change: The Challenges to Sustaining Momentum in Learning Organizations," Peter Senge and his colleagues identify 10 challenges of change. Grouped into three categories -- challenges of initiating change, challenges of sustaining momentum, and challenges of systemwide redesign and rethinking -- these 10 items amount to what the authors call "the conditions of the environment that regulate growth."

 

 

CHALLENGES OF INITIATING CHANGE

 

"We don't have time for this stuff!" People who are involved in a pilot group to initiate a change effort need enough control over their schedules to give their work the time that it needs.

 

"We have no help!" Members of a pilot group need enough support, coaching, and resources to be able to learn and to do their work effectively.

 

"This stuff isn't relevant." There need to be people who can make the case for change -- who can connect the development of new skills to the real work of the business.

 

"They're not walking the talk!" A critical test for any change effort: the correlation between espoused values and actual behavior.

 

 

CHALLENGES OF SUSTAINING MOMENTUM

 

"This stuff is . . ." Personal fear and anxiety -- concerns about vulnerability and inadequacy -- lead members of a pilot group to question a change effort.

 

"This stuff isn't working!" Change efforts run into measurement problems: Early results don't meet expectations, or traditional metrics don't calibrate to a pilot group's efforts.

 

"They're acting like a cult!" A pilot group falls prey to arrogance, dividing the company into "believers" and "nonbelievers."

 

 

CHALLENGES OF SYSTEMWIDE REDESIGN AND RETHINKING

 

"They . . . never let us do this stuff." The pilot group wants more autonomy; "the powers that be" don't want to lose control.

 

"We keep reinventing the wheel." Instead of building on previous successes, each group finds that it has to start from scratch.

 

"Where are we going?" The larger strategy and purpose of a change effort may be obscured by day-to-day activity. Big question: Can the organization achieve a new definition of success?

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LinkedUp Challenge | #dataviz #learning

LinkedUp Challenge | #dataviz #learning | e-Xploration | Scoop.it
luiy's insight:

Enter the competitionYou can choose between two methods when submitting your application. You can either submit a paper (following the Word template) via EasyChair, or you can fill out the online submission form. As part of the submission, you will also be expected to write a 200 word abstract which will be published on this website after the submission deadline. The method by which you submit will not affect your chances for winning. Your tool should be available to the evaluation panel. A publicly available application or open source code would be a plus, but is not required.You have till February 14th to submit your prototype.If you are interested in submitting something for the Vidi competition then please fill in our online 'expression of interest' form and indicate if you have any questions or areas we could help you with.

 Sign up to our low traffic public mailing list to be informed when this takes place.

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European #MOOCs Scoreboard | #learning #open

European #MOOCs Scoreboard | #learning #open | e-Xploration | Scoop.it

The aim of this scoreboard is to highlight the huge potential that European institutions have in the world of MOOCs and to help visualize this potential by compiling the existing European-provided MOOCs available on different open websites. 


Via Irina Radchenko
luiy's insight:

How we created our MOOC database

 

When we first started preparing to launch Open Education Europa, we attempted to make contact with every higher education institution in Europe, asking to whether or not they offered any MOOCs or other open educational resources. Hundreds of institutions answered us, and with the information they provided we started populating our database. Then we went to the websites of the institutions who had not responded and searched for publicly available MOOCs, which we also added to the database. Finally, we cross-checked with other MOOC providers and aggregators such as iversity and OpenupEd.

 

Updating the scoreboard

 

On an ongoing basis, we monitor for new MOOCs by using Google alerts, RSS feeds, and manual searches. The institutions we have contact with update us when they have new courses. We also check the MOOC providers and aggregators every month to see what’s new. As soon as we find a new MOOC online, we add it to our database. That means that some MOOCs are counted in the scoreboard before the start date of the course.

 

By the way, if you happen to know about a secret stash of MOOCs that aren’t included in our database, please tip us off!

 

 

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Thoughts on #SNA and online #learning | #intelligencecollective

Thoughts on #SNA and online #learning | #intelligencecollective | e-Xploration | Scoop.it
Following the previous post... The structural paradigm of  Social Network Analysis (SNA) with its constitutive theory and methods, began to emerge around the 1930s, applied and influenced by a broa...

Via Dr. Susan Bainbridge, Marinella De Simone
luiy's insight:

The connections within nodes in a network facilitate exchange of “resources”  which can be influenced by the quantity and quality of the linkages and interactions. Looking at online educational networks through a SNA lens is a way to establish wether the ways in which individuals connect with a particular environment may influence their access to information and knowledge. As Rita Kop states “the Web is portrayed as a democratic network on which peer to peer interaction might lead to a creative explosion and participative culture of activity” (Kop, 2012 p3) but how is this potential being exploited in education? What are the processes beyond this interaction and how can they be used to facilitate students access to information, knowledge and ideas?

 

The potential of social media in forming networks, extending students knowledge and translating this into academic achievement is impacted by a multitude of elements such as individuals’ attitudes (Morrison, 2002), University environment and socialisation processes (Yu et al., 2010). Other mechanisms influencing this process may be the particular educational practices and experiences, the success of connections, the dynamics in which participants negotiate the structure of the network and exchange practices and many others which can not be controlled.

 

This analysis can be enriched by Bordieau’s concept of “social capital”, which introduces a set of dynamics between the social dimension, the identity dimension (habitus) and the individual’s practice. In this system of reciprocal influences it is interesting to look at the transformation processes and effects of elements such as “weak ties”, “brokers”, “latent connections” and “structural holes” in the information flow within a network.

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Milena Bobeva's curator insight, March 1, 2014 4:10 AM

Social Network Analysis should be a  paradigm for researching, designing, and evaluating not only online learning, but  the wider phenomenon of Education 3.0

Rescooped by luiy from Education and Cultural Change
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Codecademy : Learn and teach to code I #datascience #OpenLearning

Codecademy : Learn and teach to code I #datascience #OpenLearning | e-Xploration | Scoop.it
Codecademy is the easiest way to learn how to code. It's interactive, fun, and you can do it with your friends.

Via Pierre Levy
luiy's insight:

Codecademy is an education company. But not one in the way you might think. We're committed to building the best learning experience inside and out, making Codecademy the best place for our team to learn, teach, and create the online learning experience of the future.

Education is old. The current public school system in the US dates back to the 19th century and wasn't designed to scale the way it has. Lots of companies are working to "disrupt" education by changing the way things work in the classroom and by bringing the classroom online.

 

We're not one of those companies. We are rethinking education from the bottom up. The web has rethought nearly everything - commerce, social networking, healthcare, and more. We are building the education the world needs - the first truly net native education. We take more cues from Facebook and Zynga in creating an engaging educational experience than we do from the classroom.

We do not want to open up universities. We want to open up knowledge. Everyone knows something they can teach someone else and we want to help them do it. Our community has created tens of thousands of courses and taken millions of courses. At this point, more than a billion lines of code have been submitted to Codecademy.

 

Education is broken. Come help us build the education the world deserves.

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Helena Andrade Mendonça's curator insight, November 25, 2013 9:31 AM

Para aprender a programar. Alguns dos alunos do F2 estão usando este site. Vale a pena!

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Collaboration is the New Competition

Five ways to drive large-scale social change by working cooperatively.

Via ddrrnt, Complexity Digest
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ddrrnt's curator insight, January 12, 2013 2:19 AM

Leaders and organizations are acknowledging that even their best individual efforts can't stack up against today's complex and interconnected problems. They are putting aside self-interests and collaborating to build a new civic infrastructure to advance their shared objectives. It's called collective impact and it's a growing trend across the country. (...)

While collaboration is certainly not a foreign concept, what we're seeing around the country is the coming together of non-traditional partners, and a willingness to embrace new ways of working together. And, this movement is yielding promising results.

... five lessons for driving large-scale social change through collaboration:


  1. Clearly define what you can do together: As Dana O'Donovan of the Monitor Institute has noted, many organizations find collaboration to be messy and time consuming. From the very beginning, you must develop clarity of purpose and articulate, "What can we do together that we could not do alone?" (...)
  2. Transcend parochialism: Even the most well intended collaboration is often crippled by parochialism. Individual organizations earmark their participation and resources for activities that perfectly align with their own work or they use the collaboration platform as a way to get other participants to fund their own priorities. (...)
  3. Adapt to data: The complex, multidisciplinary problems that many collaborative projects tackle do not have easy fixes. These challenges require continuous learning and innovation and the use of real-time data to help participants understand what is and isn't working. Adjustments must be made on the fly. (...)
  4. Feed the field: You have an obligation to share what you learn — both the results and the methods for achieving them. Living Cities has long understood the value that our member institutions get by learning and working together. (...)
  5. Support the backbone: In our experience, progress is best achieved when a "backbone organization," keeps the group's work moving forward. Staff at these organizations ensure that work is completed between meetings, track data, enable adaptation, disseminate knowledge, and build buy-in and ownership from all participants.(...)

Ben Hecht

Ben Hecht is President & CEO of Living Cities, an organization that harnesses the collective knowledge of its 22 member foundations and financial institutions to benefit low income people and the cities where they live.