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What did the MITx experiment teach us? | ZDNet

What did the MITx experiment teach us? | ZDNet | barcamps, educamps. opencourses, moocs | Scoop.it
Summary: The ambitious online project is gearing up to offer new courses in the fall - but what did the trial teach us?

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What did the MITx experiment teach us?

Summary: The ambitious online project is gearing up to offer new courses in the fall - but what did the trial teach us?

By Charlie Osborne for iGeneration |July 16, 2012 -- Updated 11:17 GMT (04:17 PDT)

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MITx, the brainchild of the Massachusetts Institute of Technology (MIT), was announced last December. Now the platform, which offers MIT courses for free to a virtual community of learners around the world, is gearing up to expand its portfolio of free learning materials.

The first prototype course available on MITx, "Circuits and Electronics," also known as 6.002x, debuted in May. Following its launch, MIT and Harvard University announced a collaborative effort to develop edX, an organisation that will allow other academic institutions to take advantage of the MITx infrastructure and offer similar services.

Online courses, although open to debate about their effectiveness, have proven popular in the West -- inundated with mobile technology and often busy lifestyles. Those with prior commitments, such as families or full-time positions can find it difficult to squeeze in courses and qualifications, and this is where online learning can prove particularly useful.

Platforms like MITx offer this kind of gateway. Whether subscribers are adults with a busy day or children that have needs better suited to home schooling, it's unlikely digital education is going to be passed to the sidelines anytime soon.

However, the concept is in its fledgling stage. On the brink of expanding their portfolio, MIT and Harvard have taken stock of just how successful the first course proved to be, and where improvements can be made.

Almost 155,000 people registered for 6.002x. Out of these subscribers, 23,000 tried the first problem exercises, 9,000 passed the midterm, and 7,157 passed the course as a whole.

When I first glanced over these numbers, I felt slight disappointment at such a high rate of 'drop-outs'. However, if you compare this to the numbers of students who may opt for the course on a physical campus, it may not be such a bad result after all. As Anant Agarwal pointed out, "If you look at the number in absolute terms, it’s as many students as might take the course in 40 years at MIT."

Furthermore, that is 7,157 people who passed the course and now have an enhanced knowledge of electronics -- something that is needed desperately across the globe. That may not make much of a dent in the science, technology, engineering and math (STEM) worker shortage, but it's certainly a start.

Remember, this was just one course, and one prototype. Agarwal also believes that rates of completion will increase once more courses are on offer, saying:

"In some sense, this course popped up out of nowhere. It requires a background in physics, a background in calculus, a background in differential equations. Over time, edX will have courses on each of those three prerequisites, and we can point students to those courses if they don’t have the background."

Once 'foundation' courses are available, I tend to agree. The first of its kind, but with no 'core' knowledge training available, once it expands, it is likely that rates will increase. Quality concerns have plagued online course providers since they first came into existence, but MIT and Harvard have stated that no watering-down of the assignments will take place.

Online students may groan at this, but when you consider this in relation to online learning as a whole, making these kinds of decisions can ultimately benefit distance-based courses. If MITx proves successful, then other providers will be able to marry the same quality of online courses to physical ones -- and potentially this could improve the reputation of distance-based learning.

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MOOC – Massive Open Online Courses – die Zukunft des betrieblichen Lernens?

MOOC – Massive Open Online Courses – die Zukunft des betrieblichen Lernens? | barcamps, educamps. opencourses, moocs | Scoop.it

Die Open Educational-Resources-Bewegung entstand 2001 durch die Open Course Ware-Initiative des MIT und 2002 auf Anstoß der OECD.

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In einem MOOC-Lernarrangement werden die Lernprozesse durch folgende Aktivitäten geprägt (vgl. Robes, J., 2012):

Orientieren (Aggregate):  Der Lerner verschafft sich einen Überblick und wählt aus möglichst vielen, digitalen Wegen (z.B. soziale Netzwerke, Blogposts, Wissens-Datenbanken) aus, was für seine individuellen Lernprozesse relevant ist. Ordnen (Remix): Er sortiert die Informationen und das dokumentierte Erfahrungswissen in Hinblick auf seine individuelle Problemstellung; er sucht nach Anknüpfungspunkten und Verbindungen zu individuellen Lösungen. Beitragen (Repurpose): Der Lerner entwickelt einen eigenen Beitrag mit Lösungsvorschlägen oder Ideen sowie Kommentare zu den Lernthemen bzw. Beiträgen der Lernpartner im Netzwerk. Teilen (Feed Forward): Er teilt seine Beiträge mit anderen Lerner und entwickelt sie mit ihnen zu einem gemeinsamen Wissenspool weiter.
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MOOCs and the AI-Stanford like Courses:Two Successful and Distinct Course Formats for Massive Open Online Courses

MOOCs and the AI-Stanford like Courses:Two Successful and Distinct Course Formats for Massive Open Online Courses | barcamps, educamps. opencourses, moocs | Scoop.it

 

Abstract

Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years.
A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011 free and online which attracted 160,000 registered students. It was one of three offered as an experiment by the Stanford computer science department to extend technology knowledge and skills to the entire world. The instructors were two of the best known experts in the subject of artificial intelligence. Although students would not get Stanford University grades or credit, 20,000 from 190 countries finished the course successfully receiving a “statement of accomplishment” from the tutors Sebastian Thrun and Peter Norvig. Udacity is a start-up from the authors of CS221 delivering similar massive free online courses. EdX, a joint partnership between The Massachusetts Institute of Technology (MIT) and Harvard University to offer online learning to millions of people around the world, is one of the most recent proposals in this realm. ...

 

 

by C. Osvaldo Rodriguez [cor_ar@yahoo.com]
Universidad del CEMA, Av. Córdoba 374, (C1054AAP) Ciudad de Buenos Aires, Argentina [http://www.ucema.edu.ar]


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Tech Driving Widespread shift in Teaching Models: Learn Now, Lecture Later Report

Tech Driving Widespread shift in Teaching Models: Learn Now, Lecture Later Report | barcamps, educamps. opencourses, moocs | Scoop.it

"The traditional lecture model is the standard learning method in most American
classrooms, but there is growing interest in new learning models that are
encouraging students and teachers to "learn now, lecture later."

CDW-G's new report, Learn Now, Lecture Later, looks at the different learning methods teachers and students are using and how technology is supporting the move to these new learning models. The report also examines the challenges that high
schools and colleges must overcome to make a successful transition."

You can download full report here: http://newsroom.cdwg.com/features/feature-06-26-12.html

Or read the Campus Technology post on this report here: http://campustechnology.com/articles/2012/07/03/technology-driving-widespread-shift-in-teaching-models.aspx

 


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Erica St. Angel: Massive List of MOOC Resources, Lit and Literati

Erica St. Angel: Massive List of MOOC Resources, Lit and Literati | barcamps, educamps. opencourses, moocs | Scoop.it

We've been following the MOOC (Massive Open Online Course) movement for a couple years now because we and our clients are all engaged in online learning at some level, be it totally online, flipped or hybrid, or just lecture capture for on-demand replay.


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@Ignatia Webs: Topics of free #mLearning course #MobiMOOC

@Ignatia Webs: Topics of free #mLearning course #MobiMOOC | barcamps, educamps. opencourses, moocs | Scoop.it
After consulting all you wonderful mLearning enthusiasts, I gladly share the the topics that will be covered in the next free, open and online course on mLearning called MobiMOOC. The course will show examples from around the world with facilitators and speakers from different continents. The registration is simple: just sign up for the MobiMOOC Google group and you will be informed of any new developments, announcements...
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What’s All this Talk about Flipping?

What’s All this Talk about Flipping? | barcamps, educamps. opencourses, moocs | Scoop.it
The flipped classroom certainly seems to be the latest buzz in educational trends. It is difficult to go a week without seeing another article or Webinar on the topic. So what is the buzz all about?

Via Clive Young, Maria João
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Building Different MOOC's for Different Pedagogical Needs - Technology - The Chronicle of Higher Education

Building Different MOOC's for Different Pedagogical Needs - Technology - The Chronicle of Higher Education | barcamps, educamps. opencourses, moocs | Scoop.it

Erfahrungsbericht eines Open Courses auf Blackboard  - interessante kritische Kommentare um Kursdesign in den Kommentaren :-) (Auszug siehe unten!)
http://events.blackboard.com/open?elqCampaignId=1605

 

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Aus dem Interviews:

Q. What's it like so far? Briefly describe what a typical "day" of online teaching is like.

A. Oh, my, where to begin? The MOOC we are doing is a professional-development course. It is more like a summer workshop experience for college instructors than an introductory course on computer science or engineering that you might hear about from Stanford or MITx. Hence, the course expectations as well as the forms of assessment, interaction, and communication may be different in our MOOC from the others you have heard about. Since I am conducting a synchronous Webinar session each Wednesday in May for a couple of hours, there is much to prepare. Building an interactive two-hour session for hundreds of people located remotely around Planet Earth is not particularly easy (truth be told, it is now 6 a.m., and I have yet to go to bed tonight, as I have been preparing for the final synchronous session of our MOOC later today).

Q. What needs to happen for you to consider the course a success?

A. We hope to see participant enthusiasm as well as interactivity, dialogue, and responsiveness. We want to see new groups form and make connections and share their respective innovative course plans. Each week a number of people from our MOOC have shared exciting and insightful ways of using some of the frameworks and activities mentioned in the MOOC.

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aus den Kommentzaren:

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"... To me, it did not feel like a workshop at all. Professor Bonk's role in the course was to make the weekly broadcast and to give PDFs of book chapters to the Blackboard people to put online. As a result, it did not really feel much like a course at all, much less a workshop. It felt like a weekly TV show with a poorly designed discussion board attached to the show where people at random and in a not very productive way commented on the contents of the show. I was very disappointed by this MOOC, but I chalk it up to the fact that it was being run by people from Blackboard Course Sites who seemed to have no real learning plan in mind (watch-read-post, rinse and repeat four times to get, ooooh, a badge); Professor Bonk was there to provide content but not really to guide the learning in any meaningful way. "

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L3T ‘s – Work – ein Expertentreffen zur Zukunft von Lern- und Lehrmaterialien

L3T ‘s – Work – ein Expertentreffen zur Zukunft von Lern- und Lehrmaterialien | barcamps, educamps. opencourses, moocs | Scoop.it
dies und noch viel mehr war beim L3T's Work - Expertentreffen dabei.

Einen kleinen Einblick in das Erlebte finden Sie in verschiedenen Videos, vielen Dank an das Organisationsteam und die Begleitung und Umsetzung.
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konzeptblog » L3T’s WORK - nochmal Koffer packen

konzeptblog » L3T’s WORK - nochmal Koffer packen | barcamps, educamps. opencourses, moocs | Scoop.it
Als einführendes Element bei L3T’s Work wuden die Erfahrungen der TeilnehmerInnen mit Lehr-/Lernmaterialien gesammelt und daraus ein Koffer gepackt, was davon in die Zukunft mitgenommen werden sollte. Dazu wurden zunächst dekadenweise für die letzten 50 Jahre Bildungsmedien gesammelt; es waren dann tatsächlich Geräte, Methoden und Konzepte. Zwangsläufig geschah dies sowohl aus Lernenden- als auch Lehrendensicht, denn die 60er und 70er Jahre hatten etliche der TN altersmäßig sicher erst als SchülerInnen erlebt. Das Kramen in Erinnerungen brachte manches inzwischen Vergessene an die Pinwand, z.B. das Epidiaskop, den Rechenschieber, oder die Umdrucker - besser bekannt als Nudelmaschinen (ich habe noch den Alkoholgeruch beim Drucken unserer studentischen Flugblätter in der Nase!).
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Critical Thinking with Language Learners

Free Friday Webinars!Find more info here, http://bit.ly/ELTLINKs...
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What’s Your Must-Have Paid App? « techchef4u

What’s Your Must-Have Paid App? « techchef4u | barcamps, educamps. opencourses, moocs | Scoop.it

Sharing a list of 20+ Must Have Paid apps for the iClassroom.

Please add your faves to the listly.

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So to build off of my social curation addiction with List.ly, http://list.ly/people/ComputerExplore I am sharing a belated list of “Paid Apps for the iClassroom”.

http://list.ly/list/1CH-paid-apps-for-the-iclassroom?feature=mylist

Yes, I realize I am the Queen of Free, but sometimes you really do have to break down and buy an app. So this list is a tribute to a growing list of the best “Paid Apps for the iClassroom”. Please feel free to leave comments or a thumbs up and thumbs down on an app selection… as well as add your own favorite paid app for the iClassroom. Hoping to reach a collaborative list of 100 apps!


Via Lisa Johnson , Jenny Smith
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4. – 15. Juni 2012: Learning Analytics | OpenCourse 2012

4. – 15. Juni 2012: Learning Analytics | OpenCourse 2012 | barcamps, educamps. opencourses, moocs | Scoop.it

Learning Analytics, so heißt es im Horizon Report 2012, “bezeichnet die Interpretation verschiedenster Daten, die von Studierenden produziert oder für sie erhoben werden, um Lernfortschritte zu messen, zukünftige Leistungen vorauszuberechnen und potenzielle Problembereiche aufzudecken”. Das Thema rückt auf die Agenda, weil heute fast alle Lernangebote und -prozesse, selbst Präsenzveranstaltungen, über das Netz organisiert werden. Studierende bearbeiten online Programme und Seiten, absolvieren Tests, schreiben in Chats, Foren und Wikis und tauschen sich auf Community-Plattformen untereinander und mit den Lehrenden aus. Lehrende können sich auf dieser Grundlage ein genaues Bild machen: über die Aktivitäten der Studierenden, ihre Lernfortschritte wie über die Qualität und Akzeptanz ihres Kursdesign und ihrer Lehrmaterialien.

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Learning Analytics basiert auf Technologien, Tools und offenen Schnittstellen zwischen Systemen. Erste Tools auf diesem Feld stellen nicht nur weitere Daten (“big data”) zur Verfügung, sondern bereiten diese zielgerichtet und visuell auf. Im Idealfall wird Learning Analytics so zum Ausgangspunkt, um Bildungsteilnehmern (nicht nur Studierenden!) individuell, unmittelbar und punktgenau Feedback und Support zu geben; und um Lernumgebungen, Lernszenarien und Lerninhalte immer wieder anzupassen und zu verbessern.

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Learning Analytics provoziert zugleich bekannte Fragen: Wem gehören eigentlich die Daten? Was ist mit dem Datenschutz und dem Recht auf Privatsphäre? Was unterscheidet Learning Analytics von Bildungsreporting und -controlling? Wie können die Perspektiven einer Bildungsorganisation, des Lehrenden und des Lernenden aufeinander abgestimmt werden?

..

"Daten, Daten, Daten und deren Interpretation werden uns in Zukunft auch im Lern- und Lehrbereich stark beschäftigen, wiewohl es durchaus auch Gefahren in sich birgt, die in Folie 24 mit dem Informatiker-Sprichwort frei nach Peter Purgathofer zum Ausdruck kommt “Alles was mit Daten passieren kann, wird auch passieren“.

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Die Folien der Live-Session mit Martin Ebner
http://elearningblog.tugraz.at/archives/5312

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Die Aufzeichnung der Adobe Connect Sitzung:
http://connect8.iwm-kmrc.de/opco12/

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twitter Kommentar:
https://twitter.com/#!/search/%23opco12#

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Sabine Hueber ‏@designeon
@Bildungsjunkie Also unbedingt die Aufzeichnung anschauen. Da haben sich die Beiträge fast überschlagen. :-) #opco12 

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Is online learning really cracking open the public post-secondary system?

Is online learning really cracking open the public post-secondary system? | barcamps, educamps. opencourses, moocs | Scoop.it

Seven useful "Lessons" with References/further reading

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Now what that strategy should be is less clear. Canada’s own George Siemens responded by publishing an open letter to Canadian universities, demanding that they not just join the bandwagon by signing up to Udemity, Coursera or edX as junior partners, but develop their own strategies for innovation, and in particular their own development of open online courses.Unfortunately, George is not the chairman of any university boards (at least yet), and wasn’t too clear about how these strategies for innovation would differ from those of the elite universities offering MOOCs (although we can guess – they would be more constructivist MOOCs along the design of George Siemens’ and Stephen Downes’ #Change 11.)

 

Lesson 1: No president with an activist Board of Governors is now safe if the university does not have a clear institutional strategy for online learning. It’s now become the latest buzzword in post-secondary education.

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Lesson 2: MOOCs may be the answer – but what is the question? May there be better solutions to the question? And may such solutions exist already but are not being sufficiently supported?

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I was therefore interested to see that Udemy, one of the main platforms for delivering MOOCs, has recently totally redesigned its web site, ‘enabling students to track their progress, interact more deeply with instructors and discover new courses relevant to them:

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* Enhanced Course Taking Experience – enables students to take courses through a responsive full screen user interface that encourages course completion and engagement.
* Robust Student-Teacher Q&A – facilitates student-instructor and student-student interactions through a powerful Quora-style question & answer experience that’s tightly integrated with each course lecture.

* Progress Meter – shows how much of a course a student has completed, enabling students to pick up where they left off and stay motivated throughout the course.
* Time Stamped Notes – tags students’ notes to specific times in a course video/lecture which enhances a student’s ability to review the material they are learning.
* Personalized Course Discovery – recommends new courses for students based on a Netflix-style recommendation engine which leverages each student’s interests, activity on Udemy, and social data.’

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As Stephen Downes commented, this is beginning to look more like a traditional LMS. This begs two deeper questions though:
* why are most MOOCs ignoring 60 years of research into how students learn, and 20 years of developing best practices in online learning? This is the hubris of computer scientists designing online teaching without any knowledge of pedagogy or research in online learning.
* how do you assess learning in massive online courses when the desired learning outcomes are not appropriately tested through computer or ‘robot’ marking? What kinds of learning are restricted to robot marking?

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Lesson 3: Governments are increasingly not going to accept the status quo or business as usual. In particular, if your institution doesn’t have a meaningful strategy for innovation in teaching, for improving the cost-effectiveness of the organization, and particularly a strategy for online learning, you will become increasingly vulnerable to funding cuts.

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Lesson 4: Prepare and train your faculty to deal with change and innovation in teaching, and in particular for teaching online

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Lesson 5: If public institutions do not respond effectively to the challenge of change, they will eventually be swept aside by the private sector – and will deserve it.

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'Rock star' professor lectures + Lower-cost instructional facilitators = The future of higher education? | Dangerously Irrelevant

'Rock star' professor lectures + Lower-cost instructional facilitators = The future of higher education? | Dangerously Irrelevant | barcamps, educamps. opencourses, moocs | Scoop.it

if Harvard is offering online courses with world famous professors, what exactly is the justification for offering an inferior product at a much higher cost? It is not at all clear why the “research university” model, with its extremely high costs and inflexible structure, should be the delivery system of choice for postsecondary education across the whole country. Many students might be much better served with a system in which a “rock star” professor delivers lectures online, while specially trained and qualified (but quite likely non-PhD) instructors lead discussions, work one-on-one with students, and grade papers.


Via Lars-Göran Hedström
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Center4Edupunx » Blog Archive » Games Based Learning MOOC

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Comprehensiveness, Context and Presentation Are The Three Keys To Effective Curation in Journalism: ... not personal expression or sharing nor with collecting links

Comprehensiveness, Context and Presentation Are The Three Keys To Effective Curation in Journalism: ... not personal expression or sharing nor with collecting links | barcamps, educamps. opencourses, moocs | Scoop.it

Robin Good: I agree and I have said it before: Curation has nothing to do with personal expression or sharing nor with collecting links, tweets or blog posts that you may find interesting.


Curation is all about "taking care" of something in the sense  of helping someone "else" be able to dive in and make sense of a specific topic, issue, event or news story. It is about collecting, but it is also about explaining, illustrating, bringing in different points of view and updating the view as it changes.


Adam Schweigert captures the essence of it elegantly: "...[curation] it almost certainly involves broader responsibility than just tracking a big story and putting together a Storify of how it unfolded.


It’s more than blogging a daily roundup of the stories our audience cares about but our publication is not going to do original reporting on.


It’s more than becoming the Twitter account that people look to because we’re not afraid to retweet our competitors if they have a story that matters to our followers before we can report it ourselves.


Naturally we should continue to do all of those things as well, but I would argue that it is important that would-be curators of news go at least one step further.


Part guide and collector, part interpreter, part researcher, part archivist, the curator of news does all of the above:


a) collects and organizes information,


b) places it in a broader context,


c) mines the archives to surface bits of historical information, advances our understanding of the story and the driving forces behind it and, perhaps most importantly,


d) takes care to ensure that a story is properly maintained and told in the best possible way for our audience to take it in.


...


Curation is not really about reducing costs and operating more efficiently (although aggregation certainly is).


Curation is about taking care to ensure that our audience has the best possible information, context and presentation for that information."


Rightful. 8/10


Full article: http://adamschweigert.com/towards-a-better-definition-of-curation-in-journalism/ ;


(Image credit: heyjude.wordpress.com)


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When Educators Become Curators

When Educators Become Curators | barcamps, educamps. opencourses, moocs | Scoop.it

Slides made by Joyce Seitzinger on a virtual keynote at the Croatian MoodleMoot.

I'm really proud about the reference on slide 27.

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A few weeks ago I had the privilege of being the virtual keynote speaker at the Croation MoodleMoot. Thanks to Sandra Kucina and Jasmin Klindžić for inviting me, and making everything happen so smoothly.

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We agreed that, in line with my PhD topic, I would focus not on Moodle, but on the new digital curation skills being required of all teachers. So it began as an introduction to digital curation and then looked at how educators can curate inside or outside of an LMS. Thanks to those Croatian Moodlers in the Twitter stream for engaging with me afterwards. More feedback is welcome. I look forward to developing my ideas further…


Via catspyjamasnz, Paulo Simões
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mentua.org

mentua.org | barcamps, educamps. opencourses, moocs | Scoop.it

mentua is an educational video platform dedicated to help everybody learn everything everywhere in the world - for free!


Via Beth Harris
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iTunes U and iAuthor may impact mLearning - sooner than you think?

iTunes U and iAuthor may impact mLearning - sooner than you think? | barcamps, educamps. opencourses, moocs | Scoop.it
iBook, iAuthors and the iTunesU from Apple, a great step towards changing the education system. For those who underestimated the announcement, this was a huge wake up call! Apple have been busy doing what they do best and that is innovating!
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It’s surprising how all the focus till now has only been on the impact these 3 Apps can make on the school and university level education. Think a little and you will be able to see the correlation these apps have with the eLearning industry.

For content authors who work on Macs instead of PCs, you have a free authoring tool to create an interactive book or manual as opposed to using a paid authoring or epublishing tool.
iAuthor may just prove to be the solution we are all looking for interactive learning courses on the iPad. If Apple’s lack of support for Flash means that we have to create courses for the iPad using HTML-based authoring tools, then perhaps this may a authoring tool which we must have in our skillsets in the future for an iWorld. Agreed that the initial Apple’s EULA (i.e. every piece created using iAuthor must be circulated through iBookstore) does not support the conventional client –vendor relationship. But if we step aside the legal ambiguity for a while and analyze it in terms of technical possibilities, it could be bang on. (Note: Apple has since backtracked on this but there are still some grey areas around the other ways to distribute the output created from iAuthor.)
Also not all eLearning courses are custom designed for a client. Generic courses or vocational courses that apply to students who want to skill-up or employees/organizations/industries at large can be developed and sold through iTunesU. So iTunesU could be an alternative destination for interactive courses to be sold. I am sure eLearning catalog companies who have been building courses to run off their own LMS or client LMS (using SCORM standards) could have another potential revenue generator (and share some with Apple of course!). Again it does not fit with existing client-vendor models, but that’s what Apple is known for, revolutionizing existing models.
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Essay Writing Wizard ™

Essay Writing Wizard ™ | barcamps, educamps. opencourses, moocs | Scoop.it
We agree 100% that listening to music, playing games, and going out with friends are more fun than doing schoolwork.  No need to convince us.  And yes, the iPhone and iPod Touch are great digital companions.

But the truth of the matter is you still have to get your work done at some point.  And due dates seem to come up at the most inconvenient times.  Why not get work done when you can? 

Better yet, why not write that essay right the first time, and never worry again about having to do a rewrite?

Essay Writing Wizard is the solution for you!

For a very affordable price, each app has all the instructions to write a good, organized essay and no outside help is required.  Everything, from prewriting through the final revision, is covered in detail.

Available 24/7, it is your answer to writing effectively and efficiently.

Use the Essay Writing Wizard and you can get back to your games and friends a lot faster!  Plus, you will probably get a higher grade too!
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Book Sprint Methodology | BookSprints.net

The aims of a Book Sprint can be broken down to the following categories:

Produce a Book
Traditional book production time lines are normally measured in months and years. Book Sprints produce comparable content in a much shorter amount of time. Using Book Sprints and print on demand technologies, the time scale from zero to published book is measured in days and weeks.  Additionally the idea of writing a book motivates participants helps justify the effort.
Knowledge Production
While it is very motivating to have a book at the end, it is not actually the sprints’ primary goal. The primary goal is to generate knowledge or cultural artifacts (like stories).
Strengthen Participant Relationships
Mobilizing a group to produce its own book strengthens participant relationships and better ensures the ongoing development and maintenance of the content. It is a great team building process.
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High-Five für L3T’s Work

High-Five für L3T’s Work | barcamps, educamps. opencourses, moocs | Scoop.it
Seit einer guten Woche bin ich nun aus Bad Reichenhall zurück und verfolge die “Nachbeben” von L3T’s Work auf den bekannten Kanälen (Blog, Twitter). Neben den veröffentlichten Videos (1, 2, 3, 4), die während der Veranstaltung aufgenommen und bereits zur Abschlusspräsentation geschnitten und vorführfertig(!) waren, veröffentlichen einige Teilnehmer ihre persönlichen Eindrücke in ihren Blogs. Das Feedback ist dabei durchweg positiv ohne zu einer Lobhudelei auszuarten (die an vielen Stellen nicht unverdient wäre) und auch nicht ohne einige nicht ganz so glatt gelaufenen Methoden anzusprechen (ich sag nur: Summen als Abstimmungsmethode kommt wohl in die Schublade “Trial but Error”). Ich will das in diesem Post auch mal versuchen und dabei gemäß des Leitspruchs “eat your own dogfeed” nach dem 5-Finger-Feedback machen, mit der wir unsere Studenten im Seminar zu konstruktiven Rückmeldungen nötigen.
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Engage Students with Flipped Video Tasks

Engage Students with Flipped Video Tasks | barcamps, educamps. opencourses, moocs | Scoop.it

One of the major criticisms of this method though is that a dull unengaging content doesn't suddenly become engaging because it's on a video on the web, so how do we get students to engage with the content and make sure they watch it in a challenging and interactive way.

Vialogues is a useful tool for attempting to do this (though dull content will always be dull) because it enables you to create interaction around the video that actually gets students to think about and engage with the content.


Via Nik Peachey
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Susan's comment, June 9, 2012 1:14 PM
Thanks Nik!
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Educational Technology Guy: Some more tips for going paperless

Educational Technology Guy: Some more tips for going paperless | barcamps, educamps. opencourses, moocs | Scoop.it

David Andrade
https://profiles.google.com/116901038659273422860

...

I'm a big proponent of going paperless. When I worked as an engineer over 10 years ago, a few of the companies I worked for where going paperless back then. Many schools are going paperless, or as much as possible, now. I've written about tips and resources for going paperless before and here are some more tips.

Paper, we don't need no paper! Tools and tips for going paperless

Tools to go Paperless (in school and at home)

Tips:

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- use flat screen monitors on walls as electronic bulletin boards.
- install solar panels on roof to offset increased electricity use.
- 2 monitors for each PC - can have reference on one screen and working document on other instead of printing reference out (or use tablet)
- Use email, chat, and meeting software and other collaborative software
- all markups done electronically
- auto backup of network every day
- all files on network with offsite, fireproof backup (Dropbox, Sugarsync, own network)
- autosave files every 5 min
- battery and generator backups
- limit print outs to absolutely necessary items
- all files saved in two formats - original (such as Word or PPT) and PDF. PDF is readable by every device and operating system using free apps.
- Read-only terminals in certain areas for visitors and reference look up
- network accessible from home/road for personnel - no data on laptops
- all paperwork from outside is scanned into system - original is filed
- all partners, organizations and vendors are encouraged to use electronic communications - email, website forms, etc.
- Student Information are all searchable and connected and linked with all relevant files
- scan legacy files using OCR into PDF files or scan into Evernote to make searchable
- don't print emails!
- all files distributed as PDF's when possible - readable on any system
- Train your employees on going paperlessWhat tips do you have for going paperless?

 


Via Stephanie Sandifer, Jenny Smith
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