MAIS final project
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MAIS final project
a gathering of digital learning articles, especially those to do with Liberal Arts values
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Real college classes have writing assignments and required reading.

Do most MOOCs have required reading? I've been conversing with the proprietor of the blog Capitalist Imperialist Pig about that question in the comments here. They challenged me to look at all the ...
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exactly.

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The Landing

The Landing | MAIS final project | Scoop.it
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phD thesis looking at training higher ed profs how to teach online

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Confessions of a Digital Hoarder

Confessions of a Digital Hoarder | MAIS final project | Scoop.it

"Curation, reflection, and contribution are all equal components within this model. Curation requires learners to evaluate information and organize it. Reflection encourages learners to unpack their learning in public spaces, such as blogs. Contribution demands that learners “give back” to both digital and face-to-face communities either through discussion or production. By engaging in all three parts of this model, educators can ensure that they adequately synthesize and consider important artifacts. This process is a far cry from simply storing and organizing “cool stuff.” 


     After engaging in the User Generated Learning process for almost a year, I can attest that it results in rich, social learning. I only save that which is aligned to my goals and the goals of others with whom I connect. I have fewer links, videos, and interactive sites, but I have more conversations and perspectives to consider. I’ve joined this course as a way to increase my focus on community, not content."


Via Dennis Richards
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“The Precession of Simulacra” by Jean Baudrillard, Translated from English into American | Carney | continent.

“The Precession of Simulacra” by Jean Baudrillard, Translated from English into American | Carney | continent. | MAIS final project | Scoop.it
“The Precession of Simulacra” by Jean Baudrillard, Translated from English into American
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such an engaging description

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#CFHE12 #Oped12 The Yin and Yang of MOOCs : Part 4 Digital Identity and Openness

#CFHE12 #Oped12 The Yin and Yang of MOOCs : Part 4 Digital Identity and Openness | MAIS final project | Scoop.it
In my last post of The Yin and Yang of MOOCs, I shared what I believe to be the Yang (bright) side of MOOCs. This post is devoted to the Yin (dark) side of MOOCs.  I would close it with the Yang (b...

Via Ana Cristina Pratas
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the darker side of moocs

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Ana Cristina Pratas's curator insight, June 8, 2013 12:45 AM

"We might tend to struggle with the duality of many dimensions, facets of education and learning.  These include:

  1. pedagogy – the instructivism (teaching as an emphasis) versus connectivism (learning – PLE/PLN as an emphasis, and learning as practice and reflection, teaching as demonstration and modelling (Stephen Downes), or flipped classroom versus peer-to-peer learning (peeragogy and heutagogy)
  2. teaching style versus learning style
  3. the face-to-face versus online (or blended learning)
  4. the community of practice versus the networks of practice
  5. the group (classroom) learning versus individual learners personalised learning, or social learning versus personalised and self-paced & organised learning
  6. openness versus closeness, unity versus diversity
  7. governance versus autonomy
  8. education (provided by others) versus learning (do it yourself or independent learning)
  9. prescriptive versus emergent curriculum
  10. canonical versus emergent knowledge

These different “dualities” are indeed all interwoven with each others and could most likely be illustrated as evolving Yin and Yang cycle, with the social, cognitive, and teaching presence both evolving and significantly embedded in between each others during the education and learning process.  They are the yin and yang part of the MOOCs."

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De-grade your classroom with narrative feedback

De-grade your classroom with narrative feedback | MAIS final project | Scoop.it
Years ago, I stopped grading my students. This is shocking to most educators who wonder how assessment can be done without numbers and letters. The answer
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using narrative and feedback instead of letter or number grades

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Connectivist MOOCs | A list of connectivist MOOCs

Connectivst MOOCS - differentiating the cMOOC from the xMOOC

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Clay Shirky on Love, Internet Style

Noted Internet thinker and author Clay Shirky delivered one of the opening "provocations" at Supernova 2007. Using a 1300-year-old Japanese shrine as a metap...
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Is the Revolution Justified? : The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic

Is the Revolution Justified? : The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic | MAIS final project | Scoop.it

the digital scholar online book

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The International Review of Research in Open and Distance Learning

The International Review of Research in Open and Distance Learning | MAIS final project | Scoop.it
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
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Digital Portfolios in the Age of the Read/Write Web (EDUCAUSE Review) | EDUCAUSE.edu

Digital Portfolios in the Age of the Read/Write Web (EDUCAUSE Review) | EDUCAUSE.edu | MAIS final project | Scoop.it

detialing reason that eportfolios are a great way to intrinsically motivate students.

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The Crisis in Higher Education | MIT Technology Review

The Crisis in Higher Education | MIT Technology Review | MAIS final project | Scoop.it
Online versions of college courses are attracting hundreds of thousands of students, millions of dollars in funding, and accolades from university administrators. Is this a fad, or is higher education about to get the overhaul it needs?
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Massive Open Online Courses Are Multiplying at a Rapid Pace

Massive Open Online Courses Are Multiplying at a Rapid Pace | MAIS final project | Scoop.it
Massive open online courses are the educational happening of the moment. Everyone wants in. No one is quite sure what they’re getting into.
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Let’s unplug the digital classroom | Toronto Star

Let’s unplug the digital classroom | Toronto Star | MAIS final project | Scoop.it
The use of digital technology in higher education has promoted ignorance, not knowledge.
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couldn't there be a compromise? one day a week device-free?  Demonstrate how to make space rather than the complete crackdown

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Re-Engaging the Learning – and Unlearning with Relearning – Paradigm

Re-Engaging the Learning – and Unlearning with Relearning – Paradigm | MAIS final project | Scoop.it
Writing in 1995, Robert Barr and John Tagg described a paradigm shift …taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A c...
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love the graphic describing different pedagogical approaches

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“The Precession of Simulacra” by Jean Baudrillard, Translated from English into American | Carney | continent.

“The Precession of Simulacra” by Jean Baudrillard, Translated from English into American | Carney | continent. | MAIS final project | Scoop.it
“The Precession of Simulacra” by Jean Baudrillard, Translated from English into American
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5 under-watched TEDxEDU videos

There are a lot of great educational videos out there. One of the best lists, that I go back to time and again, was built by Alec Couros and it evolved from a blog post to a wiki page: 90+ Videos f...
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a handful of sweet edu videos from the peeps

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The Teagle Foundation - Educational Narratives, or, What do we know and how do we know it?

The Teagle Foundation - Educational Narratives, or, What do we know and how do we know it? | MAIS final project | Scoop.it
The Teagle Foundation supports new thinking in higher education, including liberal arts and assessment and measurement, as well as funding social programs in New York City.
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Interesting to know that Teagle is pushing toward a different type of education - also, check out the Center of INquiry in the Liberal Arts at Wabash College.

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Rethinking #etmooc – Towards the #unmooc | open thinking

Rethinking #etmooc – Towards the #unmooc | open thinking | MAIS final project | Scoop.it

Alec's post describing the development of his newest MOOC

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Blended Learning: Passing Fad or True Innovation?

Blended Learning: Passing Fad or True Innovation? | MAIS final project | Scoop.it

The most recent Infinite Thinking Machine episode takes a crack at defining and explaining different modes of blended learning. In short, “you mix online learning with face-to-face instruction on a regular basis.” The model — and products — teachers choose to use will depend on their instructional styles: teaching content or more open-ended styles, like project-based learning.

This episode brings up some important points: cost efficiencies, “magic bullet” solutions, and content delivery should not be the goal for using blended learning tactics. Rather, the focus should be on allowing kids to be creators of work that’s relevant to their own world — that’s what will catapult “blended learning” out of the next edu-fad and qualify it as a true change agent. Mindshift video.


Via Pippa Davies @PippaDavies
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Generation Social: The Vancouver Network

Generation Social: The Vancouver Network | MAIS final project | Scoop.it
Meet some of the most innovative pioneers, all Vancouverites, who are driving cultural change via the e-revolution of social media.
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Do online courses spell the end for the traditional university?

Do online courses spell the end for the traditional university? | MAIS final project | Scoop.it
US academics are using the web to offer world-class tuition – free – to anyone who can log on, anywhere in the world.
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Connectivism in Practice — How to Organize a MOOC | Peeragogy.org

Connectivism in Practice — How to Organize a MOOC | Peeragogy.org | MAIS final project | Scoop.it

connectivism and moocs as an example of how to use this pedagogy

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Communications & Society: WAC 4: ePortfolios

Communications & Society: WAC 4: ePortfolios | MAIS final project | Scoop.it

as always with Keith Hamon's blog, a well thought-out reflection on e-portfolios 

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elearnspace › MOOCs are really a platform

elearnspace › MOOCs are really a platform | MAIS final project | Scoop.it

Siemens describes the differences between cMOOCs (connectivist based) and xMOOCs (knowledge-reproduction based).

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