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elearn Magazine: Openness in Education and Digital Scholarship: An interview with Bonnie Stewart

elearn Magazine: Openness in Education and Digital Scholarship: An interview with Bonnie Stewart | e-learning | Scoop.it
eLearn Magazine is a leading source of high-quality information on the uses of online learning and training strategies in a variety of contexts for K-12, higher education, and the corporate workforce.eLearn Magazine presents new technologies and approaches for creating, delivering, and supporting online instruction and workplace performance.
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"We live in a time of information abundance, and particularly in higher ed, we need to ensure that the knowledge we work to create is visible and legible within that abundance" - check our interview on openness and scholarship with Bonnie Stewart
 
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Book Review: Knowing Knowledge

Book Review: Knowing Knowledge | e-learning | Scoop.it
Book Review: Knowing Knowledge
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BOOK REVIEW: KNOWING KNOWLEDGE by Aras Bozkurt and Jeffrey Keefer 

The ability and capacity of online networks are recognized by educators, and we have witnessed that learning ecologies in physical and digital worlds are intertwined; and it is difficult to say where one starts and the other ends. As a theory for learning in a world of growing complexity, the book intends to reflect and explain the transformation in digital knowledge age. The promise of the book lies in the perspectives it provides about knowledge and learning in digital age and connectivism. In a time when networks reached to spaces beyond one’s imagination, and both physical and digital networks connected within blurring borders, the book provides a critical lens to understand ongoing changes, transformations, and paradigm shifts in learning sphere. It further provides ontological and epistemological perspectives, which are needed to raise as a theory, yet there is a need to further explain these perspectives. Thus, the book also plays an important role in the development and emergence of a pedagogy whose ideas stemmed from tectonic shifts in online-networked learning landscapes. According to conventional theories, learning is a cognitive process that happens biologically in our brains which is actually a network of our neurons. From a digital perspective, connectivism indicates that online networks constitute a collective, global brain; and as a metacognitive process, learning can also happen in these networks. Therefore it is thought that, it would be a mistake to define and confine learning as an internal, biological, individualistic activity as asserted in many conventional theories. However, it would be another mistake to try explaining learning only as an external, digital, and collective activity. This text asserts that connectivism attempts to explain learning in online networked spaces by not ignoring the role of conventional learning theories, yet it was also indicated that they are inadequate to explain learning in online networked spaces. Therefore, we believe that there is a need to clearly map territories of conventional theories and connectivism and demonstrate where their borders separate or overlap. The online networked technologies affecting, shaping, redefining, or enriching the learning processes; influencing existing theoretical viewpoints, and in such a time, there is a need for new theoretical grounds to better understand and meet the necessities in learning processes to provide better learning experiences for those wandering as lifelong learners, in other words, knowmads in online networked spaces. The ideas framed through connectivism inspired many researchers in various fields, though it should be carefully noted that while the book and other related works on connectivism are significant references, they do not warrant acceptance of connectivism as a theory. The book mostly deals with semiotic approaches and therefore follow up studies should focus on empirically testing the ideas presented to forge the principles of the connectivism. In conclusion, the book enables individuals to discover the ideas of the Siemens’s seminal work “Connectivism: A learning theory for the digital age”. In this ground, it is possible to refer it as Magnum Opus for those who wants to understand paradigm shift and pursue knowledge and learning in online networked spaces.
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elearn Magazine: Gamification, Education and E-learning: An interview with Andrzej Marczewski

elearn Magazine: Gamification, Education and E-learning: An interview with Andrzej Marczewski | e-learning | Scoop.it
eLearn Magazine is a leading source of high-quality information on the uses of online learning and training strategies in a variety of contexts for K-12, higher education, and the corporate workforce.eLearn Magazine presents new technologies and approaches for creating, delivering, and supporting online instruction and workplace performance.
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Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015) | e-learning | Scoop.it

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

 
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Learners on the periphery: Lurkers as invisible Learners

Learners on the periphery: Lurkers as invisible Learners | e-learning | Scoop.it
Learners on the periphery: Lurkers as invisible Learners
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"Learners on the periphery: Lurkers as invisible Learners"
 
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Digital identity formation: Socially being real and present on digital networks

Digital identity formation: Socially being real and present on digital networks | e-learning | Scoop.it
By Aras BOZKURT in Self and Identity and Social Networks.
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Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave | e-learning | Scoop.it

Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses and dissertations (N = 51) related to MOOCs and published between 2008 and 2015, identifying research trends from these academic documents. Theses and dissertations within this research scope were gathered through a comprehensive search in multiple academic databases. For the purposes of the study, the research employed a systematic review approach. In order to reveal trends in research themes, emphasize theoretical/conceptual backgrounds, research designs and models, first a document analysis was used to collect data and this was followed by a content analysis. Our research findings indicate that MOOC research is generally derived from education, engineering and computer science, as well as information and communication technology related disciplines. Qualitative methodology linked to a case study research model is most common, and the theoretical/conceptual backgrounds are usually distance education related. Remarkably, nearly half of the studies didn’t benefit from any theoretical or conceptual perspectives. In sum, this study presents an evaluation regarding research trends derived from MOOC theses and dissertations, and provides directions for future MOOC research.

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Satisfaction, Preferences and Problems of a MOOC Participants

Satisfaction, Preferences and Problems of a MOOC Participants | e-learning | Scoop.it
By Aras BOZKURT in Heutagogy and Massive Open Online Courses (MOOCs).
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EDCMOOC is a hybrid MOOC: "Hybrid MOOCs are networked learning spaces in which behaviorist, cognitive, constructivist and connectivist pedagogies can be applied and MOOCers, in their learning quest, traverse and cross-pollinate among multiple paths and layers of hybrid learning ecologies. The flexible nature of Hybrid MOOCs allows MOOCers to learn what they need and also allows them to what extend they progress"
#EDCMOOC is a hybrid MOOC: "Hybrid MOOCs are networked learning spaces in which behaviorist, cognitive, constructivist and connectivist pedagogies can be applied and MOOCers, in their learning quest, traverse and cross-pollinate among multiple paths and layers of hybrid learning ecologies. The flexible nature of Hybrid MOOCs allows MOOCers to learn what they need and also allows them to what extend they progress"
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Week 5: Is community learning an invasive species

Week 5: Is community learning an invasive species | e-learning | Scoop.it
Rhizomatic plants are chaotic, aggressive and resilient. It models some of the qualities that can make a good learner. The rhizome, however, can also be an invasive species. It can choke other plan...
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#rhizo15

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Learning Subjectives - designing for when you don't know where you're going

Learning Subjectives - designing for when you don't know where you're going | e-learning | Scoop.it
Welcome to week 1. Ok friends and neighbours, I have no idea where this is all going to get us, but we're 1000 tweets in and the course starts right now. Or, if you believe @kwhamon, I missed the s...
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#rhizo15

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Trends in distance education research: A content analysis of journals 2009-2013 | Bozkurt | The International Review of Research in Open and Distributed Learning

Trends in distance education research: A content analysis of journals 2009-2013 | Bozkurt | The International Review of Research in Open and Distributed Learning | e-learning | Scoop.it
Trends in distance education research: A content analysis of journals 2009-2013
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Akademik Bilişim Konferansı | Anadolu Üniversitesi

Akademik Bilişim Konferansı | Anadolu Üniversitesi | e-learning | Scoop.it
Akademik Bilişim Konferansına 31 Ocak – 6 Şubat 2015 tarihleri arasında Anadolu Üniversitesi'nde...
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Akademik Bilişim 2015 Eskişehir, Anadolu Üniversitesinde.. 31 ocak-6 şubat 2015...

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Download New Book: Online Distance Education: Towards a Research Agenda

Download New Book: Online Distance Education: Towards a Research Agenda | e-learning | Scoop.it

Via Ana Cristina Pratas
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Paula King, Ph.D.'s curator insight, June 8, 2014 2:43 PM

A research agenda. 

niftyjock's curator insight, June 9, 2014 6:15 PM

Reflection and research are important, we should do more

Beefsteak Barley's curator insight, June 9, 2014 7:05 PM

It is only here because the site made me do it as part of signup.

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Participatory learning culture and community formation in connectivist MOOCs

Participatory learning culture and community formation in connectivist MOOCs | e-learning | Scoop.it
Participatory learning culture and community formation in connectivist MOOCs
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The purpose of this research is to better understand community formation in MOOCs through employing combined lenses of connectivism, rhizomatic learning, actor-network theory, community of practice, and community of inquiry. In a sequential explanatory mixed methodology design, social network analysis and nethnography were used to analyze and interpret data from a five-week, open and freely available MOOC, #humanMOOC, conducted in late 2015 and early 2016. The findings revealed that both intrinsic and extrinsic drives have unique roles in community formation process and support. These include respect and transparency in mutual communication, being socially visible and building a digital identity, seeing the relationships and patterns among the ideas, and being emotionally present and creating a welcoming, safe place are some effective internal drives, while opportunities to connect to personally meaningful sources or nodes, being able to wander among open ecologies, using nonhuman elements to facilitate learning, creating a safe base ground for initial activities, and creating community goods and well-designed learning spaces that meet diverse needs of the learners are some external drives. KEYWORDS: Online community formation, participatory learning culture, massive open online courses (MOOCs), social network analysis, hybrid MOOC
 
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Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015) | e-learning | Scoop.it
Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

Via Dr. Susan Bainbridge
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Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience

Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience | e-learning | Scoop.it
Bot-teachers in hybrid massive open online courses (MOOCs): A post-humanist experience
Aras Bozkurt's insight:
Networked technologies have created many learning opportunities and led to new learning models such as massive open online courses (MOOCs). However, MOOCs are an evolving learning model that are even today changing according to learners’ needs. First generation cMOOCs and second generation xMOOCs are now being followed by third generation hybrid MOOCs. In these evolution cycles, there are many experimental practices such as the use of bot-teachers. This study examines and explains hybrid MOOCs and then focuses on the use of bot-teachers within a post-humanist perspective, using teaching presence from the community of inquiry (CoI) and actor-network theory (ANT) as theoretical lenses. The research findings reveal that, while the use of bot-teachers is promising and beneficial in terms of facilitating and increasing discourse, it is ineffective in providing other components of teaching presence such as direct instruction, and/or design and organisation. However, analysis found that the use of bot-teachers is very helpful in increasing interaction within a learning community and can be used as an assistant during the teaching/learning process. Additionally, learners’ positive behaviours indicate that bot-teachers seem to be working in some respects, indicating that they still hold promise as an educational tool.
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Tweet from @arasbozkurt

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Wearable technology refers to a wide array of digital materials or devices that can be worn, embedded, implanted, or tattooed and is used to track, recognize, monitor, sense, and/or diagnose users’ data seamlessly in real time and then analyze and report users’ activities, behaviors, biological changes, emotions, ambient data, physical functions, and physiological functions through context-aware technologies.
 
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Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network

Community Tracking in a cMOOC and Nomadic Learner Behaviour Identification on a Connectivist Rhizomatic Learning Network | e-learning | Scoop.it

Rhizomatic learning, community tracking, online learning ecologies, nomadic learners and social network analysis.....

 
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Satisfaction, Preferences and Problems of a MOOC Participants

Satisfaction, Preferences and Problems of a MOOC Participants | e-learning | Scoop.it

The MOOC phenomenon, which was an idea a short time ago, turned into practice and drew much attention as a disruptive innovation. On this ground, the purpose of this study is to explore and explain MOOCers’ attitudes and preferences as well as the problems they face during a MOOC. In order to gather data, an online questionnaire was conducted in a Facebook group of a five week long hybrid MOOC, initiated in January 2013. The questionnaire was provided to Facebook group members (nearly 5000) and only of 161 out of all members voluntarily completed the questionnaire. This study revealed that MOOCers perceive these mega classes as a lifelong learning opportunity. Additionally, most of the MOOCers were satisfied with their MOOC experience and have had positive impressions about MOOCs. A great majority of MOOCers plan to join another MOOC in future and it proves that MOOC hype will go on for some time.
Key words: MOOCs, Hybrid MOOCs, MOOCers, MOOCers’ preferences, heutagogy

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Research Trends in Turkish Distance Education: A Content Analysis of Dissertations, 1986-2014 | Aras BOZKURT - Academia.edu

Research Trends in Turkish Distance Education: A Content Analysis of Dissertations, 1986-2014 | Aras BOZKURT - Academia.edu | e-learning | Scoop.it
By Aras BOZKURT in Educational Technology and E-learning.
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This paper presents a content analytic approach on doctoral dissertations in the field of distance education in Turkish Higher Education context from the years of 1986 through 2014.T

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Learning is not a counting noun... so what should we count?

Super fun first week. Emotional, exploratory, smart and surprising... what else could you want from a week? One of the major themes that I heard during the week and, interestingly, at the conferenc...
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#rhizo15

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Trends in distance education research: A content analysis of journals 2009-2013 | Bozkurt | The International Review of Research in Open and Distributed Learning

Trends in distance education research: A content analysis of journals 2009-2013 | Bozkurt | The International Review of Research in Open and Distributed Learning | e-learning | Scoop.it
Trends in distance education research: A content analysis of journals 2009-2013

Via Dr. Susan Bainbridge
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Open Education, MOOCs, and Opportunities - by Stephen Downes

Open Education, MOOCs, and Opportunities - by Stephen Downes | e-learning | Scoop.it

Via Ana Cristina Pratas
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Rescooped by Aras Bozkurt from Online Video Publishing
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The Top 100 Tools to Capture, Edit, Publish and Distribute Video Online

The Top 100 Tools to Capture, Edit, Publish and Distribute Video Online | e-learning | Scoop.it
The best tools and services to capture, edit, publish and distribute video online.

Via Robin Good
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David W. Deeds's curator insight, September 12, 2016 7:06 PM

Geeky-cool stuff! Thanks to Elizabeth E. Charles. 

António Leça Domingues's curator insight, September 16, 2016 3:49 AM
Top de ferramentas para edição e distribuição online de vídeos.
Ihor Kobets's curator insight, November 28, 2016 1:21 PM
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