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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 | The next generation study space | 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
Caroline Kuhn H's insight:

following a MOOCs can get really hard!

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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)

Rose Heaney's curator insight, May 15, 2014 4:12 AM

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

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.

The next generation study space
This is about the design of a work space for students that is full with media tools but empty of content knowldge. They have to fill the space with the knowledge they produce while understanding the subject
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PLE Conference 2015 Call for Papers | PLE Conference Portal


Via juandoming
Caroline Kuhn H's insight:

So excited!! I hope to go and learn from the experts! 

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7 Steps For Writing a Blog Post That People Will Read

7 Steps For Writing a Blog Post That People Will Read | The next generation study space | Scoop.it

With the thousands of new blog posts that are launched every day, it’s critical that you take the steps needed to make your content stand out.


Via Kamal Bennani, ismokuhanen
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Marco Favero's curator insight, March 4, 2015 5:59 PM

aggiungi la tua intuizione ...

Crunkatlanta's curator insight, March 5, 2015 6:13 PM

valuable info

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MOOCs in Europe, an overview | Pierre Dillenbourg - slides


Via Peter B. Sloep
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Peter B. Sloep's curator insight, July 4, 2013 5:53 AM

A useful collection of 51 slides, inventorying the state of MOOC usage in Europe. Of course, the inventory is incomplete in that countries and projects are missing, but it is a good starting point for awareness raising. The collection also contains an invitation to contribute slides. So if you are aware of European MOOC initiatives, contribute! (@pbsloep)

drsmetty's curator insight, August 25, 2013 7:40 AM

Interesting list of MOOC's in Europe.

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A MOOC Delusion: Why Visions to Educate the World Are Absurd | Ghanashyam Sharma - The Chronicle of Higher Education

A MOOC Delusion: Why Visions to Educate the World Are Absurd | Ghanashyam Sharma - The Chronicle of Higher Education | The next generation study space | Scoop.it

[…] perhaps the most prominent motivation among professors at prestigious universities for teaching massively open online courses, or MOOCs, is “altruism—a desire to increase access to higher education worldwide.” […] After seven years of being within American academe, first as a graduate student and now as an instructor, I share that desire. […] But I don’t share the delusion that seems to be the basis for the excitement over MOOCs among my colleagues here in the United States. There is a dire need for some healthy skepticism among educators about the idea that MOOCs are a wonderful means to go global in order to do good.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, July 18, 2013 3:41 AM

Using himself as an example, Ghanashyam Sharma then points out how local courses are, how much culture is silently presupposed and therefore, how difficult it is to have one particular course cater for a worldwide audience: '… students in other parts of the world have their “own realities,” their “own context and culture.” It would be absurd to ignore how significantly those realities shape students’ participation in our virtual classrooms.'  If you are not convinced, read the discussion that follows the article. There Ghanashyam Sharma points out how his argument holds even for a computer science course and biologist Raymond Richie chimes in with examples from biology. Highly recommended! (@pbsloep)

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Review: The New Digital Age: Reshaping the Future of People, Nations and ... - Huffington Post

Review: The New Digital Age: Reshaping the Future of People, Nations and ... - Huffington Post | The next generation study space | Scoop.it
Review: The New Digital Age: Reshaping the Future of People, Nations and ...

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nukem777's curator insight, June 9, 2013 1:58 PM

A sober review of the pitfalls that must be overcome in the digital world to come.

Rescooped by Caroline Kuhn H from Scriveners' Trappings
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9 Creative Storytelling Tools That Will Make You Wish You Were A Student Again

9 Creative Storytelling Tools That Will Make You Wish You Were A Student Again | The next generation study space | Scoop.it

T.H.E. Journal asked educators for the most creative storytelling apps available, and we did a little digging on our own, too. The tools and apps we found turn students into novelists, artists, and moviemakers with each tool bringing its own powerful mechanism for transforming the traditional narrative--both inside and outside the classroom...


Via Baiba Svenca, Jim Lerman
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Pamela D Lloyd's curator insight, February 28, 2015 7:19 PM

Lots of new tools to play with!

A.K.Andrew's curator insight, March 2, 2015 11:24 AM

while I haven't tried these apps, it's a great selection of giving your novel am visual summary.  Anything to breathe some life into that synopsis eh? I'll def. Be checking the, out

Charlie Dare's curator insight, March 6, 2015 6:28 AM

Lucky IT students of today ~

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All my scoops in July 2013 | Peter Sloep - Stories to TEL

All my scoops in July 2013 | Peter Sloep - Stories to TEL | The next generation study space | Scoop.it

As a service to my scoop.it followers and readers, a blog post of mine containing the publication date, title, author and source of all my scoops in March, 2013. There are hyperlinks to the scoops as well.


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Big Idea 2013: Get All of Your Employees on Social Media

Big Idea 2013: Get All of Your Employees on Social Media | The next generation study space | Scoop.it
If there's one thing you must do in 2013, it is to get strategic about social.Now that I have your attention, let me caveat that call to action. To date, the words “social” and “

Via Martin Pronk
Caroline Kuhn H's insight:

and so do with teachers!! That is my research about

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Martin Pronk's curator insight, January 7, 2013 4:43 AM

Mooi blog over social media en Doen. De eerste zin staat bol van de oproep om in actie te komen. 

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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 | The next generation study space | 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
Caroline Kuhn H's insight:

following a MOOCs can get really hard!

more...
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)

Rose Heaney's curator insight, May 15, 2014 4:12 AM

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

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.

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Mathematics - Education Specialist Teaching II [Part-Time]

Mathematics - Education Specialist Teaching II [Part-Time] | The next generation study space | Scoop.it
Education Specialist Teaching II [Part-Time] - Posted in Mathematics - Science Jobs, Postdoc Fellowships, Events - Published by TheScienceJobs.com.
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