Are MOOCs suitable for all disciplines? What are some of the disciplines or domains which could be difficult for institutions to adopt an MOOC approach? What about education and training of docto...
Connectivism
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During the past decade, it has become clear that those of us who care about teaching and learning need to imagine new ways of harnessing the potential of the digital age. 
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At first glance, sensemaking and analytics seem antagonistic. Sensemaking involves social processes…whereas analytics are algorithmically-driven.
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Siemens put forth connectivism. He's also the cMOOC guy that keeps coming up your office doorway when you're sitting at your desk seeing about getting some work done.
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Today I re-read the Reader (p8-16) on Social Constructionism and Connectivism, along with several other articles related to the topics. I thought I'd take a look at both concepts in this blog...but then I changed my mind! Here's why:
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At last I have settled on my topic for my EdD research - I am going to look at the impact of the Virtual International Day of the Midwife (VIDM) which is an annual free, online conference that I have been facilitating for the last 4 years. So I am now at the stage of trying to find a theoretical framework to guide the development of my research proposal. ..
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MOOCs have been getting a lot of attention lately and if they promise to provide education to all, they must be open in both enrollment and licensing.
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Many educators are looking for ways to include things such as wikis, interest groups, blogs, and second life as part of their curriculum. Does including the latest social networking fad or web 2.0...
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How does learning occur?What factors influence learning?What is the role of memory?How does transfer occur?What types of learning are best explained by this theory?
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A few quick notes from the MOOC front....
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This is a guest post by Douglas H. Fisher, an associate professor of computer science and of computer engineering at Vanderbilt University.
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Like most everyone else for the past six months, I've been thinking about MOOCs (note that on Susan Bainbridge's current Connectivism Scoop page, easily half of the scooped articles are about MOOCs (2nd note: if you are at all interested in Connectivism and MOOCs, then you should follow Susan's Scoop. It's invaluable, and I deeply appreciate her work.))...
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Presented to Fundación Telefónica, Lima, Peru. by George Siemens
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We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness.
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Articulate - The leader in rapid e-learning and communications.
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This video was produced by Stella Bastone and is comprised of materials made available under a Creative Commons license in YouTube. Attributions & other note...
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Educators who have not taken a MOOC (Massively Open Online Course) and do not understand their history, are currently writing about these courses which is causing them to be inaccurately represented in the press. The main problem is there is all the publicity around Coursera and Edx that ignores other kinds of MOOCs.
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2012 is shaping up as the year of the mega-class. Wondering what all the fuss is about? Here's a guide to our coverage of massive open online courses. (Why doesn't this timeline include Siemen's & Downe's 2008 MOOC on Connectivism?
Peter B. Sloep's curator insight,
January 3, 2013 2:35 PM
Shortest possible history of MOOCs, but still useful for the uniitiated. However, as Susan Bainbridge already noted, there's one glaring omission, the Connectivist MOOCs by Siemens, Downes, Cormier are not mentioned at all. I know all the brouha is about the xMOOCs, but out of courtesy to the namegivers and originators, they should have been included in this overview; and also to avoid any possible confusion, a lot of the criticisms that apply to xMOOCs simply do not apply to cMOOCs, on the contrary rather. (@pbsloep)
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Whether you see them as a catalyst for change or mostly as hype, MOOCs are fundamentally different from other forays into open online learning.
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Last week I had the pleasure of meeting and interviewing two inspiring educators: Dave Cormier (University of Prince Edward Island) and Helen Keegan (University of Salford). It was at a major conference/exhibition for Swedish schools, Skolforum 2012, in Stockholm and we appeared in an event known cosily as The Cage.
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"I have grounded my concept of a writing across the curriculum program (WAC) in connectivist theory: that knowledge and communication are network phenomena, a function of mapping and traversing complex, multi-scale networks. "
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