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Die Portfolio-Arbeit als Startpunkt für eine neue Lernkultur?

Die Portfolio-Arbeit als Startpunkt für eine neue Lernkultur? | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

Das Thema „neue Lernkultur“ ist in aller Munde. Es bezieht sich darauf, dass das Lernen gegenüber dem Lehren im Vordergrund steht und somit die Schülerperspektive stärker in den Fokus rückt. In diesem Zusammenhang erfährt das Portfolio-Konzept immer wieder prominente Aufmerksamkeit. Es kann zum Beispiel einen Beitrag dazu leisten, den Lernprozess der Schüler zu individualisieren und konstruktiv zu gestalten, alternative Wege der Leistungsbeurteilung einzuschlagen und eine besondere Form der Feedbackkultur zu etablieren. Dieser Blogbeitrag gibt einen zusammenfassenden Überblick über die wichtigsten Ausprägungen und Merkmale.


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Weiteres Material zur Portfolioarbeit finden Sie auf der Wiki-Seite von „Vielfalt lernen“:
http://wikis.zum.de/vielfalt-lernen/Portfolio


 

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Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching
Resourcen, Modelle, Hintergrundtheorien, didaktisches Design, Konstruktivismus & Co.
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SAMR as a Framework for Moving Towards Education 3.0

SAMR as a Framework for Moving Towards Education 3.0 | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
Evolution, in its broadest sense, serves as a force to help humans move towards a better way of living given the current times or Zeitgeist.  It follows, then, that the education field should evolv...
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Connectivism and Connective Knowledge/09 - Wikiversity

Connectivism and Connective Knowledge/09 - Wikiversity | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
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Cool Tools for 21st Century Learners: An Updated Digital Differentiation Model

Cool Tools for 21st Century Learners: An Updated Digital Differentiation Model | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills, an idea supported by the Common Core. 
At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation.
The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths.
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Flipping the Language Arts Class is different than the flipped STEM class

Flipping the Language Arts Class is different than the flipped STEM class | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

To me the biggest difference is in how flipping adds context. For instance, working with a particular piece of literature, say, Romeo & Juliet, offers many ways to use the flipped format to add learning experiences beyond what one might have time to share within the restraints of the class hour. Some examples of what could be flipped for students reading Romeo & Juliet:

Google maps of the area of Italy where the play is setHistorical info on Queen Elizabeth I, London, or William Shakespeare3D rendering of the Globe TheaterGoogle Lit Trip, which uses Google Earth to move through the play’s localesVideo clips from West Side Story, Shakespeare in Love, or any available version of the playRenaissance food recipes and photosVideo and image parodies, such as this one.Your own screen casts explaining texts, like this one, using Jing.com.Online texts, including side-by-side modern translations, e.g. No FearBlogging as Romeo or JulietDiscussion boards regarding choices the characters makeVocabulary practice via Spelling and Vocabulary City, for instance.Suggesting students create a quick rap using uJam.com

Of course, the possibilities are nearly endless. While no teacher wants to replace the core discussions and interactions of the language arts class (nor should they), adding a flipped element creates opportunity to craft meaning and connection to the world in ways simply not possible by sending home worksheets or packets with information.

The management of this material requires a strong interactive platform for teachers to easily share these resources. There are several free or inexpensive options for this. Moodle, Edmodo,Schoology, Google Sites, Wikispaces and several others could form that connective tissue to allow for these flipped resources. I prefer Schoology, even though I used Edmodo for years, because the design is very clean, and students always know where to find resources, even if they were from many weeks ago. I think it is a matter of preference.

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BobbiJames's curator insight, July 4, 2013 4:11 AM

Tips for LA teachers on flipping the class.

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Konstruktivistische Didaktik – Wikipedia

Die Konstruktivistische Didaktik versteht das Lernen als Prozess der Selbstorganisation des Wissens, das sich auf der Basis der Wirklichkeits- und Sinnkonstruktion jedes einzelnen lernenden Individuums vollzieht und damit relativ, individuell und unvorhersagbar ist. Bei der konstruktivistischen Didaktik ist zu beachten, dass es unterschiedliche Richtungen gibt. Neben radikal-konstruktivistischen Denkweisen gibt es auch den soziokulturellen Konstruktivismus, wie er vor allem von Kersten Reich vertreten wird. Die folgende Darstellung folgt vor allem dieser Orientierung.

Eine Lehrkraft sollte möglichst reichhaltige, multimodale und kommunikationsorientierte Umgebungen schaffen, die die subjektiven Erfahrungsbereiche ansprechen und gleichzeitig neue 'Rätsel' enthalten, die pragmatisch, interaktiv und kreativ zur Selbstorientierung einladen. Beispielsweise: Fachübergreifender Unterricht verstärkt die Zusammenarbeit der Schüler untereinander. Die Kunst des Lehrens besteht darin, zwischen der ursprünglichen Wirklichkeitskonstruktion des Lernenden (seiner aus Deutungsmustern bestehenden Lebenswelt) und derjenigen, die wissenschaftlich und gesellschaftlich gerade als konsensfähig gilt, eine Kette von optimalen Diskrepanzen oder Dissonanzen vorzusehen, die die Lernenden als Erwartungswiderspruch (Perturbation = Verstörung) erleben und über Versuch und Irrtum produktiv überwinden wollen (re/de/konstruieren, vgl. Konstruktivismus (Lernpsychologie)).

Unterrichtsmethoden im Sinne der konstruktivistischen Didaktik werden ausführlich in Kersten Reichs[1] Methodensammlung dargestellt.

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Writing To Think: When a Student Can't Write It, Can She Think It? What High Achieving Students Have In Common

Writing To Think: When a Student Can't Write It, Can She Think It? What High Achieving Students Have In Common | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
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Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project

Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

"In this short contribution I would like to address the question of assessing the quality of massive open online courses. The assessment of the quality of anything is fraught with difficulties, depending as it does on some commonly understood account of what would count as a good example of the thing, what factors constitute success, and how that success against that standard is to be measured."

Stephen Downes

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Edmodo-Anleitungen-Beispiele-Hilfe-Deutsch

Edmodo-Anleitungen-Beispiele-Hilfe-Deutsch | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

Ich habe auf zwei Seiten die Übersetzung einiger Begriffe in Edmodo zusammengestellt, die leider nicht übersetzt worden sind:
1. Die Bereiche der smartphone App, die ja leider komplett nur „in english“ ist :-(
und 2. Die Bewertung der Aufgaben (… als Feedback an die Kursleiterin, wie die Teilnehmer die Aufgaben finden).. mit den netten Bildchen und den Unterschriften
awesome,like it, Interesting, Tough / Challenging, Not taught in Class, Need more Time, Bored, Need Help ...
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.. für viele sicherlich kein Problem, aber ich habe gerade eine Teilnehmergruppe, für die das schon schwierig war ...
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Es wäre sehr hilfreich, wenn die deutschsprachigen Teilnehmer als Kommentar in Google-Play eine Übersetzung der App verlangen ... und auch sonst ein Feedback an den Edmodo-Support, damit Edmodo sich auch im deutschsprachigen Raum weiter verbreiten kann ...
Heiko

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ESL Learning Styles: 9 Ways to Teach Interpersonal Learners

ESL Learning Styles: 9 Ways to Teach Interpersonal Learners | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
They're always talking to each other. They volunteer to help you without even being asked. They ask people lots of questions and are often fascinated by what they have to say. They lov

Via Susan, BilingualStudyGuides
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Susan's curator insight, April 30, 2013 12:30 AM

It's about time we really take into consideration our students' learning styles.  Some great ideas on  how to do so!

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News of the Week: Robo-Grading Debate, MOOCs Promoting Peer Collaboration & New Ed-Tech Tool

News of the Week: Robo-Grading Debate, MOOCs Promoting Peer Collaboration & New Ed-Tech Tool | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

In this post I’ve included the key developments of this past week that will keep readers in-the-know on education news. Another new MOOC platform,NovoEd launched by Stanford this week offers challenging courses and takes a unique approach to team projects and peer grading, and the machine grading of essays—the debate continues and is an issue that prevents one school from joining edX. Also, I’ll introduce a new tool that bring interactivity to online learning.

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About RASE Pedagogical Model - Moodle and Pedagogical Design Workshop

About RASE Pedagogical Model - Moodle and Pedagogical Design Workshop | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
Web resources designed to help you embrace Moodle...

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RISE (Resources – Activity – Support – Evaluation) is a pedagogical model developed to support teachers to use Moodle in effective, student-centered and engaging way to achieve intended learning outcomes in their courses.

 

Central idea behind RASE is that content RESOURCES are not sufficient for full achievement of learning outcomes. We also need to plan:

ACTIVITY for students to engaged in using resources,SUPPORT to ensure that students are provided help and tools to independently solve emerging difficulties, andEVALUATION to inform about students' progress and serve us as tool to understand what else we need to do in other to ensure that learning outcomes are being achieved.

 

The figure bellow is a visual representation and a summary of the model. Pay attention to all of its components and think of ways how these can be integrated in holistic learning unit in your curriculum delivery.

 

In this workshop, we will explore each of these components in more details.

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#PLENK2010 Netagogy

#PLENK2010 Netagogy | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
In this paper from pedagogy to andragogy the author says: The andragogical model as conceived by Knowles is predicated on four basic assumptions about learners, all of which have some relationship ...

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Netagogy places emphasis on learning how to learn, with multiple loop learning, personal, social, global and nebulous learning opportunities, a multi-purpose and non-linear complex and emergent process.  A multi-learner interaction coupled with self-directed Netagogy requires that educational and learning initiatives include the innovative and improvement practice of network and internet-based learning and technological skills, as well as learning experience on the multi-faceted perspectives and interpretations on various subject domains in the networks and internet.  These could includeConnectivism, Networked Learning, Social Media Learning, PLE/N (PLENK), Virtual Learning Environment, LMS, Web 2.0, Information and Communication Technology, Mobile Learning and Digital/Online Learning."

 

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Assessing Creativity | Educational Leadership

Assessing Creativity | Educational Leadership | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

By Susan M. Brookhart

 

"Creativity is a simple concept that can be difficult to get your head around. In its most basic sense, creative means "original and of high quality" (Perkins, 1981, p. 6). The girl's school spirit poem was of high quality, but it was workmanlike and derivative. The boy's self-analysis poem was original, and the poetic composition and word choice were fine; he just needed to attend to the quality of the mechanics. Of course, a poem that is uninterpretable or meaningless, no matter how original, can't be creative.

 

"What does it look like when schoolwork is original and of high quality? Probably the foremost characteristic of creative students is that they put things together in new ways (Brookhart, 2010). For example, while writing a poem about a sunset, a student who observes that moment when the sunset looks very much like a sunrise and makes the connection to other endings that can also foreshadow beginnings is more creative than a student who describes that moment as "red and fiery."

 

"Students who are able to put things together in new ways can observe things others might miss, construct more novel products, give more novel performances, use more unusual or unconventional imagery to make points, observe ordinary things and find in them an area to wonder about or a problem to solve, and the like.


"Not all schoolwork, even performance assessments, supports this sort of thinking. Before you can assess creativity, you need to make sure that the tasks you set for students are conducive to creativity."


Via Jim Lerman
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Ivon Prefontaine's curator insight, March 20, 2013 5:08 PM

Great looking rubric that can act as a template and foundation

Nancy Jones's curator insight, March 21, 2013 8:02 AM

A very interesting concept is introduced here. Not sure if creativity can truly be assessed, but this rubric certainly helps define what it is as it applies to Schoolwork and would be an interesting conversation started both in the classroom and the lunchroom.

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Brauchen wir noch eine Didaktik (with image, tweets) · nele_we

Die nachfolgende Diskussion entstand im Rahmen der #ununitv-Reihe: Brauchen wir noch eine Didaktik?
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A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation - Giesbers - 2013 - Journal of Computer Assisted Learning - Wiley...

A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation - Giesbers - 2013 - Journal of Computer Assisted Learning - Wiley... | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
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Pädagogik Literatur-Liste - Online-Dokumente Ebooks PDFs

Pädagogik Literatur-Liste - Online-Dokumente Ebooks PDFs | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
Pädagogik Literatur-Liste - Online-Dokumente, Ebooks, PDFs: Seit längerer Zeit trage ich Internet-Quellen (Onnline-Dokumente, EBooks, PDFs) zu pädagogischen Themenbereichen in einer Literatur-Liste...
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12 Free Online Quiz Makers to Create Online Quizzes | Training & E-Learning Zone for Quizzes

12 Free Online Quiz Makers to Create Online Quizzes | Training & E-Learning Zone for Quizzes | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
I often receive a lot of questions about how to make online quizzes for free. Here is a collection of 12 free online quiz making applications I collect after
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Scaffolding – Wikipedia

Scaffolding (vom Englischen "scaffold" oder "scaffolding" = Gerüst) bezeichnet im pädagogisch-psychologischen Kontext die Unterstützung des Lernprozesses durch die Bereitstellung einer ersten vollständigen Orientierungsgrundlage in Form von Anleitungen, Denkanstößen und anderen Hilfestellungen. Sobald der Lernende fähig ist, eine bestimmte Teilaufgabe eigenständig zu bearbeiten, entfernt man dieses „Gerüst“ schrittweise wieder.[1]

Scaffolding wird den konstruktivistischen Lerntheorien zugeordnet. Entsprechende Techniken finden heute vor allem im Bereich des E-Learning Anwendung.

1930 beschrieb der russische Psychologe Lew Wygotski in seiner Arbeit „Mind In Society“ die Idee einer Zone der proximalen Entwicklung (ZPD), welche die theoretische Grundlage für das heutige Verständnis von Scaffolding bildet.[2]

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How to explain the current xMOOCs in terms of education model and pedagogy?

How to explain the current xMOOCs in terms of education model and pedagogy? | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
Daniel in his post of  a criticism of computer science models or modeles says: The problem is made worse by the fact that researchers working on modèles more easily get the upper hand. They are nev...

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The problem is made worse by the fact that researchers working on modèles more easily get the upper hand. They are never wrong. They can endlessly refine their modèles and re-evaluate them. As long as there is no actual problem to be solved, the modèles will tend to displace the models. Cargo cult science wins.

Of course, the reverse phenomenon may exist within industry. People working with modèles are at a disadvantage. They can’t make useful predictions. They can only explain, in retrospect, what is observed. All their sophistication fails to help them when real-world results are what matters.

I agreed with Daniel’s views.  How would this scientific model be applicable to Higher Education?  Or can we really explain the MOOCs phenomena using the scientific modelling?

May I share some ideas below, which I think is relevant to the building of models in education?

What I noted in recent years is that ideas and concepts seem to be more convincing than the empirical data and experimental proof, especially in “social science”. Why?

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edX president on how MOOCs will change higher education

edX president on how MOOCs will change higher education | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

Agarwal ultimately sees "learning sequences," a series of videos integrated with interactive exercises, replacing the age-old lecture. Learning sequences promote active learning, and when you engage students, they learn much better. Agarwal views MOOCs as a next-generation textbook--university students get content through a MOOC-style course, and then come to class where the professor helps them process the material and apply what they learned. Agarwal calls this "the socratization of education."

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edX is already figuring it out. Agarwal says students love edX's autograded exercises because they crave instant feedback on their work. edX's analytics tracked students' studying behavior and found that students most likely to use the textbook to study for exams and more likely to use the lecture videos and discussions forums to do their homework. But bigger questions remain: How do you teach creativity? How do you grade free-form essays? How do you recreate the small group feel?

 

Heiko Idensen's insight:

.. "active learning" comcepts, learning seqences, learning objectrs and settings are the most important feature of MOOC didactics ...

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Rebirth of the Teaching Machine through the Seduction of Data Analytics: This Time It's Personal (April 2013) 

Rebirth of the Teaching Machine through the Seduction of Data Analytics: This Time It's Personal (April 2013)  | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
Notions of mechanized teaching machines captured the imagination of many in the late 19th and 20th century. Today, yet again, a new generation of technology platforms promise to deliver...
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A Wonderful Poster on Learning Styles

A Wonderful Poster on Learning Styles | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

Via Gust MEES
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10 Dos and Don'ts For Group Work & Student Grouping

10 Dos and Don'ts For Group Work & Student Grouping | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it
10 Dos and Don'ts For Group Work & Student Grouping

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Educators have learned much about the benefits of using projects for learning, and collaboration is easily recognized as an important skill for students to build. There are very few arguments against having students work together in class and on assignments.

However, the challenge facing many educators is not in wanting their students to work together, but in figuring out how to group students together in the most effective ways. We do not want to create groups that hinder the progress of any of our students!

This simple guide can help you the next time you are creating groups for an assignment or task in your classroom!

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Interaction Possibilities in MOOCs – How Do They Actually Happen?

Presentation at 3rd International Conference on Higher Education Development "Future Visions for Higher Education Development"

Via Kathrin Jäger
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What is really revolutionizing education? Part 1

What is really revolutionizing education? Part 1 | Didaktiken, Kursdesign, Theoriehintergründe für E-learning, E-Moderation, E-Coaching | Scoop.it

How is such "education revolution" foregrounded? As I have shared in my past post, it was likely the result of butterfly effect, where small changes at a local level, with lower-level components"

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Pedagogy.  MOOCs relate to the use of technology and innovation in education.  The importance of technology has been justified as a push to change the pedagogy as in MOOCs.  The need to process large masses of students, requiring automatic control and monitoring with minimal human intervention.  Flipped learning appears as a revolution in pedagogy, not because it is more efficient, but because it is needed to handle large number of students (Epelboin, 2012).

In this post MOOCs relating to the innovation:

the majority of the innovation has gone into the technology, not creating better content or more effective learning experiences. Most of these online courses are basically video replays of existing lectures with accompanying class PowerPoint slides, notes and assignments. That’s not really new; people have been doing that, beginning with TV, as far back as the 1960s.

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3. The MOOC structure needs to be adaptive in nature, and may exhibit the complex adaptive system where the actors and system co-evolve as the course progresses. This means that a breakdown into mini-OOC may be more practical, especially if the interests of the participants are too diverse, leading to fragmentation of MOOC.  Traditional, objective and learning outcomes based online course may need to be changed in order to adapt to a high in flux, highly complex and adaptive sort of MOOC where each participant is developing their own unique PLN and “MOOC” in mind.  This alignment of online course to an emergent structure with MOOC will allow for a decrease in drop out amongst networkers, and an increase in understanding of the netagogy as proposed and problem and project based learning.  It could also be based on lots of fun, as shared by Michael Wesch and his students, producing the artifacts (videos and wikis) under Michael Wesch’s guide on the side when learning in an online environment.

4. That there are open educational resources available and open for access, remix, reuse and repurpose for the creation or feedforwarding of artifacts to the networks, as shared by Stephen Downes.

5. The teaching, social and cognitive presence are all supported throughout the MOOC and beyond.  These could be based on distance education pedagogy.  It would best be based on a learning experience as discussed by Jenny Mackness where the process is open and community based – with an emergent landscape of practice as value proposition and value creation with communities of practice."
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Posted by suifaijohnmak in Connectivism, Education, Learning, MOOC

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http://suifaijohnmak.wordpress.com/author/suifaijohnmak/

 

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