Online Networked Learning

GREAT DIGITAL DELIVERY

Remarkable how this subsector has taken off! Does anyone have a link to a critique and categorization?

Loving the disruption. Higher Ed is starting to quaver.

This is a useful comparison of cMOOC and xMOOC, with observations like: "xMOOCs are much easier compared to cMOOCs.  This is grounded on that in xMOOCs, the instructors would have done most, if not all of the ground work necessary for teaching and learning for the learners.  What the learners are normally expected to do would be to consume the knowledge transmitted or broadcasted to them, and to confirm their understanding of the concepts through repeated quizzes or assignments." This is antithetical to how Siemens characterizes cMOOC here: http://goodbyegutenberg.pbworks.com/w/page/61341664/Getting_Started_2013evo

I learned many fascinating things while taking a series of free online college courses over the last few months. In my history class, I learned there was a Japanese political plot to assassinate Charlie Chaplin in 1932. In my genetics class, I learned that the ability to wiggle our ears is a holdover from animal ancestors who could shift the direction of their hearing organs.

But the first thing I learned? When it comes to Massive Open Online Courses, like those offered byCoursera, Udacity and edX, you can forget about the Socratic method.

Strange paradox - MOOC professors the least and most assessible teachers in history.

This opinion piece reflects one person's experience of several MOOC's - interesting grading nonetheless.

THE PROFESSORS: B+

CONVENIENCE: A

TEACHER-TO-STUDENT INTERACTION: D

STUDENT-TO-STUDENT INTERACTION: B-

ASSIGNMENTS: B-

OVERALL EXPERIENCE: B

Many scientists are making the move towards social media in order to accelerate  and amplify their scientific impact (Fausto et al. 2012; Fox 2012; Piwowar 2013). One in 40 scientists is active on Twitter (Priem et al. 2012a), 25,000 blog entries have been indexed on the Research Blogging platform, and 2 million scientists are using Mendeley, a reference sharing tool (Piwowar 2013). Here, we consider 140 how social media, and Twitter in particular, can influence the life cycle of scientific publication, from inception and collaboration on a spark of an idea to the communication of a finished product. Specifically, we evaluate and discuss the benefits of Twitter for (1) increasing scholarly connections and networks, (2) quickly developing ideas through novel collaborations and pre-review, and (3) amplifying the dissemination and discussion of scientific knowledge both within and beyond the ivory tower of academia.

The impact of scientific papers has traditionally been measured in terms of
numbers of citations (Neylon and Wu 2009). Tweeting can influence this impact metric. For example, articles published in the Journal of Medical Internet Research that were tweeted about frequently in the first three days following publication were 11 times more likely to be highly cited 17 to 29 months later than  less tweeted articles (Eysenbach 2011). In fact, top-cited articles could be predicted quite accurately from their early tweeting frequency (Eysenbach 2011). In a separate study of ~4600 scientific articles published in the preprint database  arXiv.org, Shuai et al. (2012) found that papers with more mentions on Twitter were also associated with more downloads and early citations of papers, although the causality of these relationships is unclear (Shuai et al. 2012).

Paper available on PeerJ discusses the role of Twitter in the lifecycle of a scientific publication.

estudo conclui que o Twitter contribui para a publicação científica no século 21

This is a massive list of twitter tools to simplify your social media management - provided you find the time to actually cut trough the djungle of tools listed here. Luckily, the lists is structured into informative categories with headings such as Browser Plugins, Desktop and Web Clients, Filtering, Follow and Unfollow, Mobile, Retweet, Scheduled Tweets, Search, and much more.

In short: Exhaustive list, but more for reference purposes. Not much information is provided. 

Encyclopedia of Twitter.

The digitization of academic research has followed a pattern similar to consumer electronics, beginning with large, clunky devices and database machines filling entire rooms and evolving to Web-based software. The first breakthrough came when the first desktop scientific calculator was released by Hewlett-Packard in 1968 and subsequently popularized by Texas Instruments as a handheld device in the 1970s. Also in the late 1960s -- the heyday for mainframe computing -- a software program called SPSS emerged that allowed corporations and academic researchers to do complex data analysis.

All of these tools are helpful for crunching data once you have it, but it has taken a while to close the loop on digitizing the research process. In the last decade, new technology has improved the way we actually collect information, as well. In my field of study (organizational behavior), our research focuses on people. We survey them, observe them and put them through controlled experiments to gauge perceptions, attitudes, behaviors and other insights about what "makes us tick" and how we work together.

One specific type of developing country perspective is being heard, and indeed prominently described (usually by anecdote by people in North America): that of a student in a developing country (Pakistan, for example, or Indonesia) who participates in a MOOC, gaining exposure to learning opportunities and connections with other learners around the world in ways (presumably) not otherwise available to her. While anecdotes of this sort have a special place and established history in the selling of new technologies and technology-enabled products and services, this doesn't mean that they don't offer real and tangible examples of how the life of an individual can be impacted in a positive, potentially transformative way as a result of interactions enabled by technologies in ways that are new and innovative.

Hugh Davis, da Universsidade de Southampton apresenta algumas questões emergentes com a previsível "avalanche" de MOOCs...

Some interesting insights shared by Catherine here as she used twitter and g+ in her learning design. I especially enjoyed the comments by students.  The need for a new set of literacies is very clear - both for the educator and his/her students.

Another great presentation by Catherine on Digital Literacies here:http://www.slideshare.net/cicronin/enacting-digital-identities