For some reason that I’m not fully clear on, I’m concerned that Google is more in the mode of gaming networks than in helping people connect to people that matter or are personally interesting. Is the intent to get early tech geek adopters to fall in love with G+ and feel invested because they have tremendous follower counts? If so, then there is some hope for G+. They just have to recommending by generic network/power law algorithms and start recommending by MY personal interest and existing network. If G+ isn’t recommending based on driving geek adoption, then I’m afraid Google doesn’t understand the distinction between networks as a mathematical entity and networks as a personal, lived, experience.
Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources.
John Graves says "isee systems, 'the world leader in Systems Thinking software,' has a software product called STELLA. With this software, you can build interactive simulation models which can be shared on the web using the companion software product, netSIM. They have a gallery of examples at this URL"
Dave Cormier worked with Neal Gillis to make his commoncraft style MOOC videos. This is Neal's blog on the experience: "As mentioned, I recently completed three videos about Massive Open Online Courses. The videos were part of a research project conducted by four very fine individuals, and, as I understand it, it’s been a success in the community." - yes it has! Thanks
Karen Swan writes: "this is just the preliminary report we did for our AERA presentation -- it is an ongoing study but it is ongoing because the results were pretty good..." - as I understand this presents a model of the Community of Inquiry approach
Mary Rearick has been posting links to Facebook and this one hits on a post by Kelly Edmonds that comments on a report called Transforming American Education: Learning Powered by Technology (find the link to the 87 page pdf here). This short post gives some suggestions for researching the impact of the kind of learning being modeled in EduMOOC and similar efforts. A nice springboard for researchers here :-)
Phil Ice's Papers: Comprehensive Assessment of Student Retention in Online Learning Environments, Semantic Mapping of Learning Assets , Student ratings of the importance of survey items, multiplicative factor analysis, and the validity of the...
The next grass roots EduMOO event is Sunday 1300 GMT at http://learning2gether.pbworks.com. Click around in here for more details: Video streaming by Ustream July 6, 2011 View on screencast.com » An enjoyable open-ended discussion revolving around EduMOOC 2011 Participants : Jeff Lebow (Korea), Vance Stevens (UAE), John Graves (New Zealand), Rob Darrow (U.S), Dave Cormier...
Thanks Mary Rearick for posting to one of the Facebook groups this video snippet from Harvard University Professor Chris Dede discussing Clay Christiensen's ideas on the potential for online learning to drive innovation in the classroom.
MOOC.ca... Will MOOC go mainstream? If you're not MOOC'd out from EduMOOC this summer you can register for this one this fall. This will be a latest rendition of the granddaddy of all MOOCs with moderators Dave Cormier, George Siemens and Stephen Downes.
"It probably comes as no surprise that among the 2400 participants of the current massive open online course eduMOOC a sense of confusion has spread. Typical questions raised are “what are the learning objectives?", “what are MOOCs about?”, or “how do I master the abundant wealth of content?” In response help arrives from veteran MOOCers. This mostly comes in form of advice for un-learning: “forget normal course structures”, “forget catching up with all postings”, “set your own objectives”, etc.
Jose I. Icaza thinks that figure 1-16 in this paper "precisely models* ideal *learning in a MOOC: you have there selection of what to learn, gradually building mental models, self reflection, sharing, other people's learning and so on. Since the MOOC is very asynchronous and people participate at random times of various days, more delays would have to be inserted at several of the arrows."
In an EduMOOC googlegroup forum Karen Swan says she is "using the Community of Inquiry (CoI) survey to assess implementation issues. The CoI survey, which is based on what is perhaps the most used theory of online learning, collects student perceptions of learning processes in online courses -- namely, student perceptions of social, teaching, and cognitive presence." She then refers us to this link.
The first of a series from the worldfamous Worldbridges studios: MOOCast#1, July 6, 2011: An open-ended discussion revolving around EduMOOC 2011 with participants: Jeff Lebow (Korea), Vance Stevens (UAE), John Graves (New Zealand), Rob Darrow (U.S), Dave Cormier (Canada), & Osvaldo Rodriguez (Argentina)
Through his presentations, research and teachings, Ray Schroeder is a leader in the field of open education. His work in open education has been recognized consistently for more than a decade. We spoke with him about how he sees open education changing the way we learn today and where he sees this field heading in the coming years.
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