Colorado State University-Global Campus made the $89 offer but may have to adjust its thinking, officials say.
Andreas Kuswara's insight:
Curious if university have explored MOOC as a subscription model rather than a one fix-period (semester or whatever) model.
subscription gives access, a fix rate subscription to the university's MOOC could be interesting, giving students access to a set of courses, not just one.
the credit earned when students completed a set of learning activities, carefully designed and crafted to make use a pre-defined content, and at-time conversation with some form of assessment;
it's almost like turning the university's semester-based education model into a fitness center's subscription model. when you complete a DIY challange, you earn a credit for recognized qualification in a course.
cMOOC (connectivist MOOC / the real MOOC) and xMOOC (not-connectivist MOOC) ... the author argue about the two, then make a point that MOOC is just a platform. I tend to agree about MOOC is just a platform, unless a strict and clear definition given and kept by anyone using the label MOOC.
If the M = "massively" is simply means the amount of user that can access the material is massive, then any online learning course can be 'massive' as long as you open the gate and allow people in. no need to implement new pedagogy or anything there. then what's "open"? if it only means that people can freely go in and out with no pay, then ofcourse that "open" cause "massive" and thus both the M and O practically become meaningless.
I'm curious to see the MOOC where the M and O have a more significant meaning and differentiator. Doesn't mean that the so called "xMOOC" has no place in the education landscape, they probably do, infact i think they definitly do. but mixing the two is under one banner is not helping the discussion.
maybe the real MOOC should go on and re-brand itself with a less ambigious words acronym.
Etsy has received attention for its partnership with Hacker School to recruit more women for both coding education generally and for its engineering departme... obviously this video was made for whatever reason it was made, but interested in hearing how she made the choice of what to pursue as a learning subject and eventually career. Passion does counts. Can we inspire passion? or it's entirely internally conceived?
Interesting question, why massive? as in why so many students have to enroll in a single class? why not making the class small, but roll out the multiple classes? each allowing students for deeper and open enggagement? Massive can mean not the number of students in a class, but the number of class.
some might argue, if that's the case, then if half of the class dropped out, then the class might be dysfunctioned. but if we reduce the number of students per class and allow deeper open enggagement amongst studens, and students with the academics (superstar professors, down-to-earth professor and tutors), then people might not drop out as easily as they would have.
"An app on its own is like a thinker without thoughts!" Actually it's probably more like a plate without the dish, since apps role is only to provide affordances for learning activities to occur, the apps are the tools that mediate the activities and of course not replacing the actors of the activities or even replacing the activities themselves. Having said that, the knowing or designing whar affordances the tools need to have is also crucial to allow the activities to be conducted effectively. Both the person and the tools are important. We can argue which one more important or which should be considered first, i have opinions in that as well, but both needed. No doubt on that. This blog post chronicles the trials and tribulations of 1:1 iPad deployment in a large secondary school. Interesting read.
A description of the information technology revolution in higher education and the future challenges waiting for our education institutions and the higher education IT community.
Andreas Kuswara's insight:
interesting piece and we certainly in an exciting time at the moment and will get even more exciting; on the other side to keep the technology democratic and relevant, maybe HE institutions shouldn't outsource too much of its IT capabilities, instead seek a tighter integration of its ICT solutions with its pedagogical practices to form the new learning that might not resemble anything we already have at the moment.
There has always been at least some sort of disconnect between how things like mobile learning are taught in a classroom and how things work in the 'real world'. An interesting info graphics about the behavior of mobile device usage in workplace and its relevance to mlearn.
I can relate to the author of this article, having tried several MOOCs my self, i must say that i have a mixed feelings about it. Is there a dilemma here that the MOOCs professors had to face? Sometimes the "massive" and the "open" seems contradictory.
Until recently, many teachers only got one word of feedback a year: "satisfactory." And with no feedback, no coaching, there's just no way to improve. Bill G...
Andreas Kuswara's insight:
feedback to improve the practice of teaching, and ideas to do so through reflection of video recordings of own teaching. could the video become the tools to diagnose and improve teacher skills? would it be sufficient? probably not just video by itself, but with other support system built into and around it, could be a powerful tool.
“Before smartphones, we went online roughly five times a day, in long chunks, according to Joe Kraus, a partner at Google Ventures. Today, with smartphones, it’s 27 times, in much shorter bursts. Twentieth century instructional methods just don’t work as well for busy, distracted 21st-century learners.”
Well written and concise sobering and critical opinion piece; can help us refocus on few critical points in designing MOOCs or any online learning actually, especially when you are in the high euphoric phase.
The Wharton School of the University of Pennsylvania, where I’m a professor, is among the world’s oldest, largest, and best business schools, with 11 academic departments, 20 research centers, 230 ...
If you’re interested in higher education, you’ve probably heard spectacular reports and wild predictions about MOOCs. Pundits, entrepreneurs, university administrators, graduate students, journalists, and politicians have all weighed in on the perils and promise of this new platform for teaching and learning. About the only ones who haven’t written much are the ones in the best position to describe what MOOCs really are: the faculty teaching them.
From the perspective of someone who already taught MOOC, he mentioned about the fact that (at least in his class) the students are self-selecting already due to the circumstance of the MOOC offers, which should have higher success rate, but not so. What’s the difficulties that he found compared to traditional class; students’ expectation that he perceived; why he thinks faculties teaching MOOC have to prepare the material themselves instead of getting an army of people to support him? Read his insightful dirty little secrets.
Filmmaker Andrew Stanton ("Toy Story," "WALL-E") shares what he knows about storytelling -- starting at the end and working back to the beginning. Contains graphic language ...
Andreas Kuswara's insight:
Interesting talks about storytelling, I’m not sure a bit about his philosophical view about humanity, but nevertheless it's a great talk about storytelling. Designing incompleteness of information, construct anticipation and tension, having a theme, wander and passion; none of them are cemented solid, all uncertain and interpretative... sounds like teaching and learning.
Lesson learnt from the corporate world: people look for meaning in their work, as students look for meaning in their study, and teachers look meaning in their teaching. As we innovate our pedagogies and technologies, what does it mean to each of the stakeholders?
This is a very useful talk, and great comments from the callers; to look at what MOOC is, so far.
Curious, if it's just connecting people, would not the community such as Google+ Communities work, people can join in and out any time, people can jump in and ask questions etc. so Google+ Community plus Google Drive where files can be pluck into can already become a MOOC. but then why the "C" is called a "course"? why not rename it Massive Open Online Community? we would miss the notion of an existance of "pedagogy". So.. maybe if we haven't really clear on the pedagogy, then it can't really be called as a "Course".
MOOC is an experiment i agree on that, what are we trying to improve? (at the end is to improve learning, i hope) the connection between peers? the access to materials? .. or something else.
It's almost like everyone have their "version" of MOOC concept; if anything, it could be an indicator on how frustrated people are with current education system. probably.
"the average session with an application lasts less than a minute, even though users spend almost an hour a day using their phones."..."We also find that despite the variety of apps available, communication applications are almost always the first used upon a device’s waking from sleep."... it's a facinating reading, can be frightening for some, to think this is how people been using this mobile devices and we (educators) supposed to turn that into a learning platform? .. but i think we can, just have to understand it first. and this article helps.
for the technie who thinks why am i reading an acaedmic journal paper? don't toss to the bin yet, read the middle section about the AppSensor and how the data collection was done. facinating. for the academics, who was wandering why the introduction looks interesting but then turn south right afterwards? just skipp the curly section and go straight to result where the juice is.
"If you like to bring multimedia into your lessons (and who doesn't?) then you probably use YouTube in the classroom from time to time." YouTube also can go beyond merely viewing video, it gives us the ability to create certain level of interaction that can link various videos to form a quite sophisticated storyline. This in turn can be used to: replace a show-and-tell session (e.g. Laboratory experiment, or scripted scenario), or augment other learning activities.
Research & Practice in Assessment is an online journal dedicated to the advancement of scholarly discussion between researchers and practitioners in the field of student learning outcomes assessment in higher education.
Interesting 'thought experiment', if we take out the economical argument out, what's there to discuss? I think, a lot, okay, but what are they? Would MOOCs still massive? Would it still be open? How MOOCs and free formal education share an ecosystem?
Alyx interned at Google on the Small and Medium Business team in Sales. As an intern, she became a social media expert and successfully pitched a $300,000 so...
Andreas Kuswara's insight:
"something you don't learn in college, something you learn by doing, when i was in an intern.".. sounds rather familiar isn't it? is the success of a work placement entirely depend on the company? what's the role of university in that experience? are we so disconnected from the real workplace? i think not.
While we’ve witnessed many effective approaches to incorporating iPads successfully in the classroom, we’re struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives.
Many misunderstood iPad, not knowing what affordances it offers, and how to match that with their pedagogies or learning activities; the author probably rather strict in explaining the list, such as Content specific apps, it can be very useful, or make that extremely useful; but that is not the only thing that iPad can do, there are many other things, yet not everything. So knowing what can and can’t be done, and how to get around shortcomings and exploit strong points are the new digital literacy that anyone, particularly teachers need to know, probably need to experience and live, soak, immerse in. how each affordance interact and how is the mechanism of perceiving the affordance itself. Teaching is never been so exciting as now; we are entering a new uncharted (or partly charted) waters.
"While I was revisiting the topic of the 21st century pedagogy which I have covered in several posts here in Educational Technology and Mobile Learning, I come across this awesome graph created by our colleague Andrew Churches. I couldn't find better and more comprehensive graphic than the one below. Andrew did a fantastic work in capturing most of the concepts that make 21st century pedagogy. "
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