"Daniel, J. (2012) Making sense of MOOCs: Musings in a maze of myth, paradox and possibility Seoul: Korean National Open University
This is the most thorough, comprehensive and balanced overview and analysis of MOOCs that I have read. This is not surprising since Sir John Daniel has had a long and distinguished career in open and distance learning, including being President of the Commonwealth of Learning and Vice-Chancellor of the UK Open University. He is currently a visiting research fellow at the Korean National Open University and an Education Master at DeTao Masters Academy, China. He thus knows of what he speaks."
"This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organised learning to occur and to flourish. Specifically, it explores whether emergent learning can be validated and self-correcting and whether it is possible to link or integrate emergent and prescribed learning."
Comment: what makes this paper valuable is its attempt to differentiate between systems for prescribed learning and networks for emergent learning. It is exactly in contrasting these two kinds of systems that the innovative value of learning networks must be sought. Although using emergence as the key differentiator makes sense at face value, I myself am always disappointed about the lack of concrete design considerations that follow from it. That is, how does one design for emergence? I don't have the answer myself, so I shouldn't be too critical, but I do believe that calling something emergent is only a first step. The hard work of designing for emergent learning still needs to be done (Peter Sloep)
Many educators are beginning to become aware of the growing teaching method referred to as “Flipping The Classroom”. Simply put… the teacher provides videos for homework, while traditional home work is done in class under teacher supervision. Unfortunately this might be just too simplistic of a definition. Possible this is why using the words “simply put” may not be the best practice in explaining anything.
The Dean of the Darden School of Business at U-Va., Robert F. Bruner has written some interesting blog posts about online learning – one that sees the responsibility of leading traditional universities to be involved with it while also skeptical about the payoff potential of massive open online courses, or MOOCs. He also played a central actor in checking out the Coursera options for U-Va. in recent weeks. Here are sections of blog posts he wrote in recent weeks:
"The purpose of this article is to promote the significance of feedback regarding students’ working with written texts in higher education and to point out how technology can develop the quality and form of teachers’ feedback. The results of studies and tests completed in eight separate subject areas demonstrate that video feedback simplifies and increases the efficiency of responding to students’ work, as it allows the opportunity to achieve increased levels of precision and quality in the feedback process. Students emphasize their learning dividend and the inspiration they experience from working with this format. They actively use their teacher’s comments and acquire a stronger emotional bond with him/her as well.
Keywords: Video feedback, screen capture, feedback, higher education."
The only sensible thing to say about what the state will be in 40 years of a field of knowledge so new as digital humanities is that the humanities will be digital, ...communications.uwo.ca/.../future_of_digital_humanities_.htm...
If tuition has increased astronomically and the portion of money spent on instruction and student services has fallen, if the (at very least comparative) market value of a degree has dipped and most students can no longer afford to enjoy college as...
Starting August 12, 2012, Hybrid Pedagogy, an online journal of teaching and technology, will host a MOOC (Massive Open Online Course) designed specifically at looking carefully at this new pedagogical approach.
Online research & collaborationExpress ComputerToday, with the emergence of online collaboration across international boundaries using available asynchronous technologies such as audio/Web or video conferencing, universities and government...
Here are five not only excellent, but completely free tools that will allow you to hold professional, productive and effective online presentations, demonstrations and conferences live and in real time.
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