MOOCs: A report from faculty on their experience as students in MOOCs
Adan QuanDepartment of Anthropology, MSUPosted on: January 11, 2013
MOOCs: A report from faculty on their experience as stud...
Via Lisa Durff
Your new post is loading...
Your new post is loading...
by members and friends of the World Future Society
"Futures Studies as it has evolved since the early 1970s is both a discipline and a meta-discipline. It is a set of skills and applied methodologies that can be learned—in impressively diverse ways—and it is a dynamic way of coming to understand the world that is practical and empowering. As Alvin Toffler wrote in 1974, “A focus on the future is relevant to all learners, regardless of age.”
"For this special report, we called for essays from futurists who have experienced futures education, be it in a K-12 class project, a professional certificate program, a workshop, or a full degree program. We received an overwhelming response from students, educators, and several people who have been on both sides of the learning and teaching experience."
by Jonathan Salem Baskin
"It would be great if the external world could be distilled into a computer program, and our actions dictated therefrom as readouts on a screen. But reality, especially the qualities that make us human, defy both the construction of such models, as well as their veracity. Emotions and beliefs aren’t necessarily bad things to attempt to understand, in all of their glorious vagueness."
by Shelley Wright
"So what does the Slow movement mean for education? It asks us to reimagine what it means to be a community of learners. It requires us to admit to, and evaluate the organic, messiness of learning. It requires admitting that a large part of what is happening isn’t good for our children, our teachers, or our communities. Rather than a top down industrialized and homogenized assembly line of education, we need a grass roots development of education that takes into account what real learning looks like and what children really need.
"Instead we need a reimaging of what learning can be: Slow Education. As Honore states, “We are doing a great disservice to our children by pushing them so hard to learn things earlier and earlier and by keeping them so busy. They need time and space to slow down, to play, to be children. Across the world, parents, politicians, adults in general are so anxious about children nowadays that we have become too interventionist and too impatient; we don’t allow them enough freedom. “
"Ten big companies, including Autodesk, Adobe, AT&T & Prezi, promised President Obama that they would give away millions of dollars worth of software and services to schools beginning this school year. Most of those materials are there for the asking--so do ask! (Prezi, a cool presentation software, just put up the link to get your free EDU subscription here.) For the full list, check out descriptions of the program here, with links about how your school can get the materials you want."
A detailed guidebook to help administrators find tools that fit the needs of their teachers and their professional development strategy.
"This report contains:
by Gayle Allen
"Currently, there seems to be a gap between what our schools and universities teach and the lifelong learning skills students must learn to master on their own. And yet, the need for students to master lifelong skills has never been greater. Corporate leaders confirm their importance for promotion and advancement, while economists contend these skills hold the key to countering projected job losses due to automation. With all the buzz around the Common Core, MOOCs, and blended learning, it’s time to prioritize skills that prepare students to learn for life."
by Meredith Powers
"The study measured...the quantity of interactions and perceived levels of learning. As such, students may be more engaged in the process of learning via social network software, but they may or may not experience better learning outcomes than the LMS users. Future research is needed to investigate the overall quality of interactions and to assess actual learning. Still, student satisfaction and engagement are especially important factors for distance learning; further study of the integration of social network software into online courses may greatly facilitate online instruction."
by Trent Batson
"This sense of eportfolio demarcating a watershed moment in the history of education, I believe, is an awareness that we are slowly moving away from an educational structure created not based on how humans learn but how an institution could practically educate thousands of learners within a sustainable business model. We are slowly moving away from that monolithic structure that requires big words to rationalize it and to a simpler but multi-faceted educational structure that requires only everyday words to explain: learners need to be active; they need to learn in a real-world context; they learn by cooperating with others. Or, even simpler: they learn best by engaging in learning as humans have for thousands of years. They learn best by using natural forms of learning."
For all the wild variety of our cultures, personalities, and thought patterns, we’re all still operating with roughly the same three-pound lump of gray matter. But almost from day one, the allotment of neurons in those brains (and therefore the way they function) is different today from the way it was even one generation ago. Every second of your lived experience represents new connections among the roughly 86 billion neurons packed inside your brain.
Via Nik Peachey
posted by Emille Soffe
"Summer: it’s the season of rest, rejuvenation … and reading lists. TED-Ed asked some of our favorite educators and staff to weigh in on the best books for students, teachers and all other summertime scholars to crack into during the break. Whether you’re swinging in a hammock, laying out on a beach or still working 40-hour weeks, these titles (which run the gamut from art history to health to the classics and beyond) are sure to keep your brain stimulated during the warm weather months."
via Lucy Gray
Jim Lerman's insight:
In the summer of 2014, The National Writing Project and KQED produced a MOOC called ThinkDoNow, with support from the MacArthur Foundation.
The six webinars that formed the basis of the MOOC are archived on the site of the Educator Innovator here. You will see them identified as Episodes #1-#6.
Below, please find a brief description of the MOOC and its topics:
"#TeachDoNow is a collaborative learning experience in partnership with the National Writing Project open to anyone interested in learning how to use Twitter and other media sharing applications to promote social and civic discourse with students around science, news and the arts. It will take place online this summer from July 7 – August 17.
"Weekly activities will center around KQED’s Do Now, a weekly activity for students to engage and respond to current issues using social media tools. We will engage in weekly discussions that encourage us to go deep into current issues surrounding education, learn new digital tools we can employ with our students, share and discuss our results, and explore the ways to effectively promote digital conversations with our students."
All of the materials for the #TeachDoNow MOOC may be accessed here.
by Mia C. Zamora
"What was intriguing during the "Hack Your Notebook Day" was the transformative power of this work. The general consensus before the workshop was that the time spent on this engagement would be a pleasant "time-out" craft session…. A bit of time away from the "real work." But for all that, this "detour” workshop effectively opened up the heart of the teaching and learning enterprise. Our KUWP teacher/writers were now assuming the position of the learners, embarking in unknown territory for reasons still somewhat vague to them. In many ways, their positioning mirrored a similar resistance that kids today might feel when introduced to some "random" writing approach in their classroom. By the close of our time together, we found we were transported to a fresh perspective.
"What a revelation to consider the palpable frustration we experienced when we couldn't make the circuits work (and the feeling of rising failure that might overcome us if we couldn't make it work). We also discussed the first time the LED lit up — the very real empowerment of that little light coming into view. (There were several audible gasps and exaltations from our group when the circuits started to light up). We considered why we chose certain aspects of our composition to illuminate, and what kind of thought went into selecting certain words and images to highlight with illumination."
description by MiddleWeb SmartBrief
"A California middle school is transitioning to a curriculum that blends technology and inquiry-based learning into a science, technology, engineering, arts and math program. When implementing the program with sixth-graders during past school year, educators noted more engagement among students as they took what they learned and applied it to solving problems or completing creative projects."