MOOCs creator George Siemens gets connected University World News When George Siemens was in the seventh grade, in the early 1980s, he committed what his parents believed to be a sin: he used a computer.
Mark F. Christopher's insight:
Fantastic story about the earlier years of George's life.
Instructional design, also known as learning design, appears to be making a comeback. Massive open online courses [MOOCs] that mimic the classroom model where the learner is passive and the instructor is not, highlights the need for fresh, new approach to course design. And it’s not just MOOCs that need help, but numerous courses currently offered online; many are in need an overhaul to create an environment focused on learning, rather than one that focuses on instruction.
Long long loooong presntation (almost four hours, though there's 15 minutes of set-up at the start and a 15-minute break in the middle) about the thinking behind MOOCs and the tools I've developed to build them.
Online courses may have been over-hyped, but they will still be a valuable part of the future (Moocs may have been over-hyped, but they will still be a valuable part of the future: http://t.co/hDYDmZ5zVz...
"Faculty at Penn State objected to a new health plan that requires “nonunion employees, like professors and clerical staff members, to visit their doctors for a checkup, undergo several biometric tests and submit to an extensive online health risk questionnaire that asks, among other questions, whether they have recently had problems with a co-worker, a supervisor or a divorce. If they don’t fill out the form, $100 a month will be deducted from their pay for noncompliance.” The story hit The New York Times; the administration backed down."
Whilst I've been quite critical of them, MOOCs are clearly 'happening'. If the learning technologists from 10 years ago could see where we have got to with learning technology (some of them can, but they've got short memories!), they'd probably be quite impressed by the emergence of large-scale open courses - particularly the institutional buy-in they have gained. Where my worries begin is that we lose perspective in the MOOC debate: not just from the anti-MOOC crowd, but from the pro-MOOC crowd. There is a need for us to say "What is this really about?"
"But it is a point that tends to miss the point. It’s a point that assumes social networks are an add-on, an extra…essentially a tech toy or a diversion from the “real” work or “real” sociality that makes the world go round. It hears all this enthusiasm about connection as about the social networking platforms themselves – “yay blog!’ or “yay Twitter!” – and not about the connections and actions and forms of identity that those networked environments make possible. It’s determinism, in that it reduces conversation about social networks to a conversation about platforms and tech, not about people and the ways in which they intersect with those platforms and tech to create new possibilities."
Are you on the hunt for a free, open source platform that will let you deliver free online courses? We've already told you about one option: Google Course Builder. Now here's another: Stanford's Class2Go.
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