open course on Technology Enhanced Learning - ocTEL
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In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice | Keith Brennan - HYBRID PEDAGOGY

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice | Keith Brennan - HYBRID PEDAGOGY | open course on Technology Enhanced Learning - ocTEL | Scoop.it

This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners in cMOOC environments. It comes from a phenomenon, and experience I identified in a recent MOOC I participated in and the experience is best described like this:

To learn in a cMOOC you need to connect.

To connect in a cMOOC you need to learn.


Via Peter B. Sloep
Rose Heaney's insight:

Love the title. Check the article itself but also the commentary by curator with further links.

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Peter B. Sloep's curator insight, July 29, 2013 6:50 AM

Central in the article's thesis is Alfred Bandura's notion of self-efficacy. This is not the place to discuss what self-efficacy entails, but suffice it to say that it refers to learner agency, to the ability of learners to take charge of their own learning. The kinds of skills that you need to be able to do so have sometimes been referred to as meta-cognitive. Elements of it are being sufficiently motivated and stay motivated, being able to plot your own learning route, being able to overcome set-backs. Another important aspect is having the frame of reference in place to make sense of what you learn. Keith Brennan argues that it is the task of educators to help learners cope with these kinds of situations. You can't make them learn, but you can certainly make it easier for them to learn. This you do, according to Brennan, by nurturing the sense of a competent self and he discusses various ways in which this can be done. Importantly, in Connectivist learning these mechanisms don't work or at least do not work satisfactorily.

 

Brennan's objection is to be taken seriously. A couple of years ago, I myself wondered  about this issue, which I dubbed the paradox of instrucion. Brennan seems to conclude that you need teachers one way or the other. This is too hasty a conclusion to my taste. I have formulated my solution in two blogposts. In short, I believe that we need design principles to help learners in cMOOCs, to whom I refer as non-formal learning in networked learning environments (http://tiny.cc/vwbz0w). At the time I did not have a clear understanding of what those principles are, only that they are different than instructional design principles, which always assume the directing role of a teacher. However, meanwhile and thanks to hard work by several PhDs I do have the beginnings of an understanding. Peer support plays a key role, learners helping learners. However, it doesn't suffice to let them figure out themselves how to do that, nor does it do just to set up a forum as is done in many xMOOCs. In my view, the peer support should be sophisticated and enhanced by all kinds of technologies. This argument is elaborated in an article, with examples of such technologies: Sloep, P. B. (2014). Networked professional learning. In A. Littlejohn & A. Margaryan (Eds.), Technology-enhanced Professional Learning: Processes, Practices and Tools (97-108). London: Routledge.(@pbsloep)

Caroline Kuhn H's curator insight, August 2, 2013 6:08 AM

following a MOOCs can get really hard!

Lia Goren's curator insight, May 23, 2014 2:06 AM

Comparato lo que dice Keith Brennan

" Al igual que muchos educadores, yo soy un pragmático. Coqueteo descaradamente con toda teoría que me atrae. Soy ideológicamente promiscuo. Voy con lo que funciona y soy implacable en eliminar a lo que no funciona. Hago esto porque no existe una teoría de " talla única ". Debido a que no existe una "talla única " de estudiantes. Esto es así, debido a que los estudiantes, los participantes y los aprendices son la métrica final que mide cualquier teoría y la experiencia es el campo de pruebas de las teorías. La fe en una teoría, la monogamia ideológica, se interpone en el camino de la evidencia."

Recomiendo este post del portal Hybrid Pedagogy de Keith Brenann sobre las cosas que hay que considerar para proteger, asegurar y promover la motivación y la autoconfianza de los estudiantes en aulas y cursos. Vale para cualquier entorno de aprendizaje que se quiera considerar.

open course on Technology Enhanced Learning - ocTEL
Most interesting findings from participating in 2014's ocTEL MOOC. http://octel.alt.ac.uk/ Co-curated by a number of participants.
Curated by Steven Verjans
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ALT issues first Open Badges as part of ocTEL and releases plugin to the community | ALT Online Newsletter

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ALT issues first Open Badges as part of ocTEL and releases plugin to the community | ALT Online Newsletter


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Teresa MacKinnon's insight:
that was then! Looking forward to more open badges soon...
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How should we measure online learning activity? | O'Riordan | Research in Learning Technology

How should we measure online learning activity? | O'Riordan | Research in Learning Technology | open course on Technology Enhanced Learning - ocTEL | Scoop.it
How should we measure online learning activity?
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University students and faculty have positive perceptions of open/ alternative resources and their utilization in a textbook replacement initiative | Delimont | Research in Learning Technology

University students and faculty have positive perceptions of open/ alternative resources and their utilization in a textbook replacement initiative | Delimont | Research in Learning Technology | open course on Technology Enhanced Learning - ocTEL | Scoop.it
University students and faculty have positive perceptions of open/ alternative resources and their utilization in a textbook replacement initiative
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altc 2014: Martin Hawksey - ocTEL 2014: Open Badges in Open Education (723)

A post covering the ideas presented in this video is here ...
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The difference between social learning and social collaboration

The difference between social learning and social collaboration | open course on Technology Enhanced Learning - ocTEL | Scoop.it
In my framework of Modern Workplace Learning (see diagram on right)  I use the term social collaboration to label an important new element of work of the modern-day L&D department. I deliberately chose not to label it social learning. So what is...
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AlisonMcNab's curator insight, March 19, 2015 10:31 AM

A difference worth pondering....

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Half an Hour: Open Education, MOOCs, and Opportunities Stephen Downes

Half an Hour: Open Education, MOOCs, and Opportunities Stephen Downes | open course on Technology Enhanced Learning - ocTEL | Scoop.it

Via juandoming
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Half an Hour: Open Education, MOOCs, and Opportunities

Half an Hour: Open Education, MOOCs, and Opportunities | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Open Education, MOOCs, and Opportunities [Stephen Downes at Limited News] http://t.co/e8TMHfpDly http://t.co/UQLv44GHWX
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MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu

MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu | open course on Technology Enhanced Learning - ocTEL | Scoop.it
EDUCAUSE Review Online

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What Online Education Can Learn from MOOCs - Fedena Blog

What Online Education Can Learn from MOOCs - Fedena Blog | open course on Technology Enhanced Learning - ocTEL | Scoop.it
This month, millions of students will start new courses on campuses online.

Via reuvenwerber
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If Freire Made a MOOC: Open Education as Resistance - Hybrid Pedagogy

If Freire Made a MOOC: Open Education as Resistance - Hybrid Pedagogy | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Openness can function as a form of resistance both within and outside the walls of institutions. But open education is no panacea.

Via Ove Christensen
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Ivon Prefontaine, PhD's curator insight, November 20, 2014 12:29 PM

It is wonderful to speculate. I suspect, much like his colleague Ivan Illlich, Freire would have been pragmatic in his use of digital technology.

 

@ivon_ehd1

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Open by default

Open by default | open course on Technology Enhanced Learning - ocTEL | Scoop.it
I’ve heard this phrase a few times, often in relation to open data eg. the open data charter. I think it’s a useful starting position for those in higher ed, across all aspects of practice.
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Demystifying the MOOC

Demystifying the MOOC | open course on Technology Enhanced Learning - ocTEL | Scoop.it
O.K., so massive open online courses didn’t change the world. Professional development is far less inspirational. But that doesn’t mean they’re failures.
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MOOC Founder George Siemens Runs a MOOC on edX - MOOC Report

MOOC Founder George Siemens Runs a MOOC on edX - MOOC Report | open course on Technology Enhanced Learning - ocTEL | Scoop.it
George Siemens, founder of the original MOOC, is teaching a MOOC on the edX platform on data analytics with learning data.

Via Peter Mellow
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oer

oer | open course on Technology Enhanced Learning - ocTEL | Scoop.it
European Journal of Open, Distance and E-Learning. How Do You Know If Something Is in the Public Domain? [Flow Chart] Creative Commons Global Summit 2017. Jorum
Teresa MacKinnon's insight:
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Perceptions of online tutorials for distance learning in mathematics and computing | Lowe | Research in Learning Technology

Perceptions of online tutorials for distance learning in mathematics and computing | Lowe | Research in Learning Technology | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Perceptions of online tutorials for distance learning in mathematics and computing
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Student motivations as predictors of high-level cognitions in project-based classrooms

It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills.
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The Modern L&D Dept requires other skills than instructional design

The Modern L&D Dept requires other skills than instructional design | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Instructional Design is for designing instruction. But in the workplace we don’t just learn from instruction, i.e. by being taught in classroom training or online courses.
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MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC - Hybrid Pedagogy

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC - Hybrid Pedagogy | open course on Technology Enhanced Learning - ocTEL | Scoop.it
“Building community doesn’t mean that learning happens.” ~ from an audience comment at InstructureCon 2013 Learning in a MOOC Instruction does not equate to learning. This is the fundamental fly in...
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Universities risk only ‘social elite’ having key knowledge ~ Stephen's Web

Universities risk only ‘social elite’ having key knowledge ~ Stephen's Web | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
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What education needs - Livemint

What education needs - Livemint | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Good things can happen in education, if we accept its complexity, rather than looking for shortcuts and silver bullets
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Open teaching philosophy is about sharing

Open teaching philosophy is about sharing | open course on Technology Enhanced Learning - ocTEL | Scoop.it
MOOC (massive open online course) is an online course aimed at unlimited participation and via the web. 2012 became
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DSpace at Open Universiteit: A networked learning framework for effective MOOC design. The ECO project approach

DSpace at Open Universiteit: A networked learning framework for effective MOOC design. The ECO project approach | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Verschenen: A #networked #learning #framework for effective #MOOC #design. The ECO project approach http://t.co/s7owDTEtfX
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Disrupting and Transforming the University | Ne...

Disrupting and Transforming the University | Ne... | open course on Technology Enhanced Learning - ocTEL | Scoop.it
Are universities about to be disrupted the way Kodak, Borders, and Blockbuster, all recently in bankruptcy, were disrupted? Blended courses, online learning, and MOOCs are moving at light speed compared to the typical university.
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