MOOCs and me
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MOOCs and me
My experience of a MOOC, and my thoughts on the theory and practice of Massive Open Online Courses
Curated by Keith Brennan
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The myth of the digital immigrant

The myth of the digital immigrant | MOOCs and me | Scoop.it
The trouble with popular wisdom is that it is more popular than it is wise. One of the recent truisms is that young people are much better with technology than their parents and teachers are: this ...
Keith Brennan's insight:

Assassination of the Prensky myth by Nick Hood.

 

I'm in agreement, and would say more.

Prensky divisions and categories seem completely arbitrary. The immigrant/native divide is easily disproved. You just need to sit in a cafe for half a day. Familiarisation and unfamiliarity are driven by numerous drivers. Age is not a determining one.

 

Legacy and futrue subjects is another red herring. As is the idea that alkl young learners need images first, and that anyone who isn't Prensky doesn't understand it.

 

Worst of all? The terrible, pseudo-scientific guff he misquotes to try to convince us the structire of our barins are different.

 

Worse still, that some people take him seriously.

 

In the history of human endeavour and understanding, "all x are y" statements seeking to describe human experience are almost fairly conistently idiotic.

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What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs

What is a MOOC? What are the different types of MOOC? xMOOCs and cMOOCs | MOOCs and me | Scoop.it
The acronym “MOOC” has been in vogue recently, with lots of discussion about organisations like udacity, coursera and edX. The acronym stands for “Massive Open Online Course.&#822...
Keith Brennan's insight:

Over at reflections and contemplations (http://reflectionsandcontemplations.wordpress.com/2012/08/23/what-is-a-mooc-what-are-the-different-types-of-mooc-xmoocs-and-cmoocs/) a slightly differnt, though overlapping taxonomy.

 

xMoocs, like those from Udacity, Coursera and edX. Video based - short targetted vdieos, rather than full lecture length ones, with feedback provided via automated testing.

 

I figure autmoated testing is going to be excellent fpor some things - specifically where you have m,easureable learning outcomes - but the feedback could, at times, be an issue. The level of design, forethought, expertise and pedagogy has to be high to give good, targetted feedback that as responsive and reflective as that got from instructors (there's nothing to say that, in some areas, even if electively, this couldn't be availble in cMOOCs)..

 

xMOOCS are linear, student's follow a particular defined trajectory, and the course is instructor based 9though from what I see, instructor based may mean following the path laid out by the instructor, but with no access to the instructor otherwise).

 

Learning gpoals and objectives are clear, defined, and generally testable. Students may co-operate, collaborate, or go solo (though. again, this does not have to be so. Courses can prescribe collaborative work. Students may not follow it, but it can be a part of the design).

 

Interestingly, Coursera recently brough in peer review in their stuident body, with numerical and formative feedback - a tool which if it can be used properly, can be extremely powerful.

 

cMOOCs are the constructivist/connectivist model. Not instructor based, but network based. Students connect with one another, and engage in a process of social meaning creation. Leanring goals and objectives are not precriptively defined, and students navigate their own way through the coursework. Exploration and communication are key, and testing and assessment are difficult.

 

Thanks reflections, for the thoughtful post.

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MapAList - Demo - #etmooc REGISTRATION DATA 1/4/2013 9:43:51 PM

free wizard for creating and managing customized google maps of address lists, the addresses for the map come from your own google spreadsheet, no coding required, modify your address list and the map is automatically updated, you can privately be...
Keith Brennan's insight:

Map created by Dr  Alec Couros (https://plus.google.com/u/0/109633220764635723789/posts), who is a leading light behind the ETMOOC running at the moment, detailing the location of all participants.

 

This is distributed learnming, using the network. Exactly what I've been rading about recently ( From the Campus to the Future - http://www.educause.edu/ero/article/campus-future ;).

 

Education where people want it, when they want it, with the focus shifting from the campus and the library to the internet, web and network. Fewer resources servicing more people, less travel and more sustainability. But no revenue model yet...(though this MOOC is, I think, reliant hugely on enthusiasts and volunteers...thanks to you all)

 

Thanks Dr Couros fopr the map.

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Three Kinds of MOOCs « Lisa's (Online) Teaching Blog

Three Kinds of MOOCs « Lisa's (Online) Teaching Blog | MOOCs and me | Scoop.it
Keith Brennan's insight:

Nice intro to MOOC types from Lisa (http://lisahistory.net/) detailing three types of MOOC.

 

Network based, which is the Etmooc type, which is socially constructive, focused on networks, conversation, and socially constructed knowledge. Learning outcomes are difficult to measure, and skilS and content are less important.

 

Taks based, emphasizing skills acquisition. Community and peer work are important here too. So, once again constructivist, but also constructionist. It's socail knowledge, but it has a learning by making aspect, and, I guess, also an instructionist aspect - a degree of teacher centrality.

 

Content-based MOOCs, the ones from MIT and Harvard with big enrollments, and press exposure, are based around content, and content access. Community is, according to Lisa difficult (I haven't tried one yet). That said, there's no specific reason (apart, perhaps from having to fund resources) why it should be so.

 

Thanks Lisa.

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Ada Torres's curator insight, May 31, 2015 2:42 PM

Para ampliar la visión dicotómica (xMOOC vs. cMOOC) de la tipología de los MOOC, se establece un tipo híbrido llamado tMOOC, cuyo enfoque está en la resolución de diferentes tareas (tasks) y actividades por parte del estudiante.