The first ’Learning Outcomes Project’ paper has just been published in Teaching in Higher Education. It’s called ‘Learning about learning outcomes: the student perspective’, and is based on research conducted with students at the University of Leicester concerning their perceptions about, and uses of, learning outcomes.
Duncan McCue looks at the MOOC, otherwise known as, the Massive Open Online Course. They are changing the way teachers teach and the way students learn because they can fill a classroom with a billion brains.
Sherry Weaver's insight:
Originally aired in May, but an interesting look at MOOCs - with a look to what is happening in Canada.
A Ted-Ed clip that demonstrates just how deep the rabbit-hole goes when it comes to plagiarism, and just how many variations of plagiarism there are. Students often think that paraphrasing without citation is okay or that plagiarism is only if you quote word-for-word without citing your source. May be a useful link to post on Desire 2 Learn or Blackboard for students to watch on their own.
Sherry Weaver's insight:
Use TED-Ed clips and the "Flip a Lesson" functionality to select a video, add your own questions about the video, provide additional resources and an opportunity to discuss... and you have a great lesson produced in a short period of time!
A list of resources to utilize, depending on what you'd like to do - whether it's having your students blog online (although this feature is available in Desire 2 Learn), research tools, etc. Each tool is rated for ease of use.
A fun way to take brainstorming from the class and create a fun visual with it. Perhaps a way to capture the list of theories learned by the end of a course, the key lessons learned from a specific activity, the factors that contribute to a business decision, etc. Would be fun to gather student contributions to a brainstorm and create a word cloud based on their own words.
A lot can change in a year. Twelve months ago, the traditional universities were doomed, condemned to irrelevance by an onslaught of MOOCs. Each new technology goes through five phases: a) the Technology Trigger, b) the Peak of Inflated Expectations, c) the Trough of Disillusionment, d) the Slope of Enlightenment, and finally e) the Plateau of Productivity.
This is a very balanced article describing the impact of MOOCs on higher education. What do you think about the timeline the author has proposed? Is it a tsunami that we just can't envision yet? If so, how are we preparing for its arrival. Are we making the adjustments required to ride the wave?
This special issue presents a series of peer reviewed articles the guest editors believe will aid in increasing the quality of the research focus across a growing field of research and participation from numerous academic fields. Articles in this special issue contrast theoretical and empirical research related to MOOCs through a careful examination of thematic issues from student perceptions, engagement, and participation to campus leadership and decision-making challenges.
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