mcmorgan + mooc   85

Recognition Is Futile: Why Checklist Approaches to Information Literacy Fail and What To Do About It
A. Checklists are always a sign of non-education. B. Engagement is required. C. Heuristics and material practice count.
fakenews  openeducation  mooc  #en3177  education  infoliteracy 
february 2018 by mcmorgan
Why Technology Will Never Fix Education - Commentary - The Chronicle of Higher Education
Please, let this realign admins and IT departments pushing online ed to a reality. Please please please.
de  mooc  lms  online 
may 2015 by mcmorgan
On Research and Academic Diversity
Well, not really. It's a defense of that mooc meta study released this week, and roundly critiqued by Stephen Downes. Tip: the exchange is more enlightening than the study itself. Maybe that's the meta.
mooc  cmooc  research  metastudy 
may 2015 by mcmorgan
Learning is Not a Mechanism
"One of the problems with learning management system gradebooks, often mapped to rubrics and outcomes (which have run equally rampant of late), is that they assume students (and their experiences) are interchangeable. And they assume the same of teachers"
de  pedagogy  mooc  lms 
april 2015 by mcmorgan
The MOOC of One
S Downes reclaiming the MOOC with emphasis on PLE. Build this BSU.
dh  connectivism  ple  mooc  cmooc 
march 2014 by mcmorgan
Politics of openness
I love it, but I hate it at the same time. It's not the politics, which are invigorating, but the ideology. Education is liberal. Get over it.
open_learning  opencourse  mooc  ou 
february 2014 by mcmorgan
MOOC Discussion Forums: barrier to engagement?
Long live distributed discussions. But consider that learning can be silent, too. "but that centralized discussion forums do not scale. For MOOCs to be more effective, we need to see different approaches to student engagement."
cmooc  mooc  xmooc  de  discussions 
september 2013 by mcmorgan
AAUP Sees MOOCs as Spawning New Threats to Professors' Intellectual Property - Faculty - The Chronicle of Higher Education
"If we lose the battle over intellectual property, it's over," Mr. Nelson warned. "Being a professor will no longer be a professional career or a professional identity," and faculty members will instead essentially find themselves working in "a service industry," he said.
copyright  mooc  IP  privatization 
june 2013 by mcmorgan
open letter to coursera
in the manner of a course proposal. Bob Meister
academia  coursera  mooc  moocs  xmooc 
may 2013 by mcmorgan
Revisiting Your Learning Management System - ProfHacker
The strongest arguments against the LMS are those of creation of community and student autonomy. Rebelling against a mis-shapen tool no longer a rebellion. The new metaphor might be moving out of the LMS sandbox. Evidence? the comments from educators who backhandedly acknowledge they are powerless - and scared. See Manifesto for Teaching Online, Intrusive Scaffolding
lms  ple  mooc  de  digitalborn  scaffolding 
april 2013 by mcmorgan
Will MOOCs Work for Writing? | Open Education | HYBRID PEDAGOGY
I don't often post an article that hardly rates a meh, but this is one. Meh. Read your rhetoric, boy-o.
mooc  rhetoric 
march 2013 by mcmorgan
xED Book | a book about education stuff, moocs, etc.
xED Book. Being drafted online. Seimens, Cormier, et al
march 2013 by mcmorgan
The bucket has a hole in it, let’s plug it
Brian surveys OER against a MOOCy background
mooc  de  oer 
march 2013 by mcmorgan
The MOOCs that ate themselves
As MOOCs go mainstream, they ... go mainstream. Pedagogy, assessment, quality. It's Starbuck's all the way down.
MOOC  infographic 
february 2013 by mcmorgan
Quality Control in MOOCs | xED Book
not overall but about Coursera stopping a MOOC after the first week. Gotta love a crises for getting issues out in the open.
mooc  coursera  de 
february 2013 by mcmorgan
Revolution Hits the Universities - An exam
I glossed over this on a first read - anything that starts "LORD knows there’s a lot of bad news in the world today to get you down," is going to be a sermon - and on a second read, it's still tripe. But it sparks a great set of equally facile responses. Maybe I don't read the mainstream enough, but it's scary out there.

Just listen to this: "Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have."

Is that Friedman's statement or a commentator? Hard to tell? What does that say about Friedman? NYT readers? School systems in general? Discuss. Be detailed. Try please please try to ground your discussion in observations and reason. Don't fall back on social determinism. 10 points.
mooc  de  promotion  #edcmooc  fyc  argument 
january 2013 by mcmorgan
Moxley - The Gates Foundation and Three Composition MOOCs.
While I do not believe a composition MOOC with 100,000 students will help those 100,000 students in an equivalent way as a face-to-face classroom of 18 students where the instructor reads drafts of those students’ works and carefully moderates peer reviews, I do think getting 100,000 students to share drafts on one another’s projects could lead to some significant improvement in students’ reasoning,
january 2013 by mcmorgan
OV of the big and future picture.
mooc  de 
january 2013 by mcmorgan
The False Promise of the Education Revolution - College, Reinvented - The Chronicle of Higher Education
Self-proclaimed ed reformers, get a grip. MOOCs are not an educational revolution. Stephen Downes et al have claimed this repeatedly. Vaidhyanathan weighs in with "the discussion of college reinvention represents a watering down of higher education's social contract—a process that has been in the works for decades. "What it is going to take to reinvigorate higher education in this country," he says, "is a strong political movement to champion research, to champion low tuition costs as a policy goal, to stand up against the banks that have made so much money lending for student loans, and to reconnect public institutions to their sense of public mission." States: Start funding education or loose your tax base.
mooc  xmooc  de 
december 2012 by mcmorgan
manifesto for teaching online
Edinburgh nails its theses to the door, loosing the chains of DE. I feel a kin.
DE  Manifesto  onlinelearning  MOOC  PLE  #edcmooc 
december 2012 by mcmorgan
Learning as Performance: MOOC Pedagogy and On-ground Classes | Digital Pedagogy | HYBRID PEDAGOGY
"The open and massive nature of MOOCs demands that kind of flexibility. With hundreds of students, only four instructors, and no college credit on offer, there was no practical reason to attempt the impractical task of tracking and assessing performance. Because students dramatically outnumber instructors, the attention to minutiae that sometimes accompanies the assignment of out-of-class work becomes prohibitively tedious. In many of these large-scale classes, the only viable solution is to ignore the problem: why check homework if there is no way to do so effectively at this scale?
cmooc  mooc  de  Oer 
august 2012 by mcmorgan
Don't Confuse Technology With Teaching - Commentary - The Chronicle of Higher Education
Bang on target - and succinct. Ok, and a little romantic when it comes to the picture of the university. And, yeah, it makes cMOOC education and xMOOC not education. And that coaching metaphor is a little hackneyed. And maybe it's a little too slick across the board, but worth talking about, maybe? Maybe?
august 2012 by mcmorgan
Dozens of Plagiarism Incidents Are Reported in Coursera's Free Online Courses - Technology - The Chronicle of Higher Education
Students engage in typical humanities course practice - and teachers are surprised. xMOOC makes a good proving ground for patchwork writing.
mooc  xmooc  de 
august 2012 by mcmorgan
Half an Hour: The Rise of MOOCs
Stephen Downes on MOOCs and a moral imparative
mooc  #moocmooc 
august 2012 by mcmorgan
Broadcast Education: a Response to Coursera | Open Education | HYBRID PEDAGOGY
Jump into the debate here, with a very sound and nicely acerbic whack at xMOOCs Coursera. "esse Stommel reminds us in his article, The March of the MOOCs: Monstrous Open Online Courses, that “MOOCs are all untapped potential” and “MOOCs are trainable.” In reality, the shapelessness of the MOOC approach, the vast chaos of it, can likely contribute much more to resurrecting that important connection between student and teacher than can any other form of online learning. Edmundson himself says that “Every memorable class is a bit like a jazz composition. There is the basic melody that you work with. It is defined by the syllabus. But there is also a considerable measure of improvisation against that disciplining background.” And if there is any online educational approach that percusses the way jazz does, it’s the MOOC."
mooc  openeducation  oer 
august 2012 by mcmorgan
E-Learning: Going down to the crossroads. Track 2: Same as it ever was: Pedagogical slippage in MOOCs and other top 40 hits | Peter Bryant
my kind of pedagogical-social crit. "Perhaps this is a consequence of the lag between research and practice, but arguably, taking MOOCs as an example, the learner is not asked to think critically about the platform or the way it’s used, they are numbers plucked out of the air, hurled around as labels to argue whose MOOC is biggest and then dismissed as drop-outs and failures, as the attritions rates are so high from most MOOC offerings."
mooc  ple  pedagogy 
august 2012 by mcmorgan
The MOOC debate
g attwood presents an overview of the current exchange concerning cMOOCs and xMOOCs.
mooc  ple  xmooc  pedagogy 
august 2012 by mcmorgan
On the Term “MOOC”
moving towards a finer definition. hooray. "Personally, I use the term “open teaching” to describe what I do with (1) publicly available syllabi, readings, and assignments, (2) encouraging participants to publish their work and thoughts on publicly viewable blogs and in other public outlets so that everyone can see, comment, and build on each others’ work, and – since this winter term – (3) awarding open badges to participants (in addition to helping them find ways to receive university credits). The term open teaching plays nicely with terms like open educational resources, open assessment, open credentialing, open access, open data, open policy, and of course the umbrella term – open education."
mooc  oer  openeducation 
june 2012 by mcmorgan
Coursera, the Other Stanford MOOC Startup, Officially Launches with More Poetry Classes, Fewer Robo-Graders
MOOC-wanna-be's are entering the arena. This is not a mooc - so much as an off-loading of work. It doesn't rely on other participants but on the teacher alone; it doesn't ask student to create but study; it doesn't demand aggregate, etc.
mooc  NotAMooc  DE  outsourcing 
june 2012 by mcmorgan
Introduction to Openness in Education - How It Works
David Wiley's instance of OE at Participants are asked to engage in academic work, bootstrapping the content for the next wave. Earn badges. And Wiley's method gets promoted. I like it - and the badges, well, they are hypericonic.
OER  OpenEducation  DE  DigitalHumanities  DH  mooc 
may 2012 by mcmorgan
Sensemaking artifacts « Connectivism
A set of diagrams and maps illustrating how learners make sense of their early encounter with a PLE/MOOC environ.

"The teacher’s coherence or subject views aren’t “duplicated” by students. Of course some basic knowledge elements exist, but the way we come to know them in networks is different from the process of coming to know them in classrooms."

1. They reflect the sensemaking activity that the individual has experienced – how he connected different concepts within a course or how he came to understand the relationship between different entities.

2. They are a sensegiving tool. When learners are transparent in their learning through the production and sharing of artifacts, they teach others.

from George Siemens
artifacts  mooc  curating  ple  coursedesign 
february 2012 by mcmorgan
Where We're Going, We Don't Need Classrooms: EduMOOC 2011
Puff piece but mentions some thoughtful people in the last half - without linking to them.
august 2011 by mcmorgan
Learning Reimagined: Participatory, Peer, Global, Online
Taming a mini-mooc-like environment, with the emphasis on co-learning.
oer  mooc  ple 
july 2011 by mcmorgan
MOOCs as ecologies – or – why i work on MOOCs » Dave's Educational Blog
A step back from the Siemens-Wiley debate. Cormier considers the tensions in a MOOC: "If the MOOC challenges anything, it challenges the idea that a teacher can decide what people need to know, how much they currently know and what they should get out of the learning process. You can’t. You just can’t do it, not consistently, not over time, not for the majority of your students, not for millions of teachers. The solution presented by the MOOC is that the learner should begin to take control of how and what they are to learn."
july 2011 by mcmorgan
The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools | Fini | The International Review of Research in Open and Distance Learning
Survey results of the CCK08 course. Reviews the short history of MOOCs, places them as OER with interaction. "the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums and blogs. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as course and attrition are appropriate in this context."
OER  MOOC  PLE  CCK08  survey 
july 2011 by mcmorgan
Do open online courses have a role in educational reform? « Connectivism
Good entry point to the Siemens and WIley debating some of the qualities and position of MOOCs. "the fact that people don’t have the skills to participate in distributed networks for learning and sensemaking is exactly why we need MOOCs."

This is even more significant as the xMOOCs take off, with their lack of scaffolding and emphasis on "massive' over open.
cMOOC  MOOC  PLE  OER  futureofeducation  salvation 
july 2011 by mcmorgan
Digital Breadcrumbs, Purdy and Walker
Framed in a google search clone. "We call for examining the ways in which researchers actually use online resources for scholarly projects rather than lamenting how these researchers are not following prescribed models of efficient, purposeful online research. We, in other words, seek to consider the value of researchers' existing practices. In this early research, we find that for the participant-researchers in this study:

Multiple online resources are used together in unadvertised, collaborative ways.
“Unstructured” online research can be inventional."
a&e  research  academia2.0  research2.0  mooc  ple 
may 2011 by mcmorgan
Open Textbook Tweet - WikiEducatorj
Buzz page for pdf and hard-copy editions of a text on OER and open textbook creation compiled by Sharon Fitzpatrick.
oer  mooc  ple  open_learning  openaccess  crowdsourcing 
may 2011 by mcmorgan
My Personal Learning Network is the most awesomest thing ever!!
siemens clarfying some misconceptions about ples: "Being connected, without creating and contributing, is a self-focused, self-centered state. I’ve ranted about this before, but there is never a good time to be a lurker. Lurking=taking. The concept of legitimate peripheral participation sounds very nice, but is actually negative. Even when we are newcomers in a network or community, we should be creating and sharing our growing understanding. We noticed this time and again in CCK08/09/EdFutures/PLENK: a resource (image, blog post) created by someone trying to understand a topic is often more valuable than instructor-provided readings. Why? Well, novices and experts have different approaches to topics and tasks. A novice who is grappling with an idea is likely better able to connect with another novice than an expert who advances a more nuanced, pattern-based assessment of a topic."
ple  mooc  lurking 
may 2011 by mcmorgan
What can we learn from alternative spaces for learning? (discussion for #tmayr, 21st April) - Jennifer Jones' PhD Notebook
Last time (1968), the cultural revolution took over and reformed the campuses. This time (2011), conservative cuts to education will inspire students to create their education elsewhere. Jennifer Jones on MOOCs, VLEs, and student occupation writ large.
#en3177  MOOC  PLE  cuts_to_education  student_revolution 
april 2011 by mcmorgan
Editorial | Siemens | The International Review of Research in Open and Distance Learning
Siemens and Conole. Editorial intro to IRRODL special issue on connectivism. The entire issue is brings us up to speed for 2011 on PLEs and MOOCs. "As the first full journal issue, that we’re aware of, devoted to connectivism, this special issue of IRRODL presents a somewhat confusing landscape. Some themes are emerging around the relationship of connectivism to existing theories of learning and social interaction (communities of practice, actor-network theory, and activity theory being most prominent). Critiques of connectivism also reveal themes: the need for ongoing research, the suitability of existing theories in answering the questions that connectivism attempts to address, and the status of connectivism as a theory of learning."
PLE  MOOC  connectivism  DE 
march 2011 by mcmorgan
Open Contempt - UBC Wiki
via zombiescholar. Brian Lamb on OER, new academic cultures, EduPunk and all the rest of it this place is getting to me I can't take it any more I could get out of here and move to Canada that's where stuff it happening or maybe someplace in Cumbria Far Sawrey looked good
scholarship2.0  ple  mooc  zombies  edupunk  OER 
march 2011 by mcmorgan
zombiescholar [licensed for non-commercial use only] / More Brains!
Weller and Groom. State of the academy: " The uptake of new technologies in research and associated practices can be seen as a barometer for innovation within higher education. ... We suggest one possible antidote to this zombification of higher education is the use of new technologies and particularly the cultural norms they embody." Yes, and yes again. Complication arises when the local culture is a Dawn of the Dead shopping mall.
ple  mooc  OER  research  scholarship2.0  D2L  en3177 
march 2011 by mcmorgan
#CCK11 gRSShopper vs Moodle – Any thoughts? « eConnections
Short reflection from a participant in CCK11 on bounded forum v open/PLE. Lots of openings into a further consideration here. Lars has found the CMS an anchor, a place where things are structured for him - which is echoed in the comments. Valid point for traditional learning, which doesn't consider the learner cutting the path.
en3177  PLE  MOOC  reflection 
february 2011 by mcmorgan
Cursive Hand in a BlackBerry Field: A Poetics of the List | The New Everyday
About lists and their use in the everyday. A loose connection with PLEs and MOOCs comes through a consideration of the everyday. a mooc makes learning an everyday occurrence.
Ple  lists  notetaking  notes  mooc 
february 2011 by mcmorgan
Will #Quora Be Big In 2011?
a good article for en3177, in part for the subject of discussion but even more for the aggregatating and repurposing the writer's doing. trace the inputs and outputs and diagram how he links it all together. this is learning.
en3177  twitter  quora  mooc  ple  synthesis 
january 2011 by mcmorgan
Studies Explore Whether the Internet Makes Students Better Writers - The Chronicle
Overview of recent studies and commentary on affects and position of online and extra-curricular writing. Ranges from "stylistically impoverished," to Yancey: "If we don't invite students to figure out the lessons they've learned from that writing outside of school and bring those inside of school, what will happen is only the very bright students" will do it themselves, Ms. Yancey says. "It's the rest of the population that we're worried about."
writing  blogging  literacy  academicwriting  scholarship2.0  PLE  MOOC 
december 2010 by mcmorgan
What’s wrong with (M)OOCs?
Siemens sketches his concerns about MOOCs as they become more popular. MOOCs are a new paradigm and redefine design, practice, responsibility and other aspects. Means that it's going to be hard to fit them into current thinking and current interests.
ple  mooc  twwt 
december 2010 by mcmorgan
MOOCs, knowledge and the digital economy – a research project @ Dave’s Educational Blog
Dave Cornier's post announcing the release of the "The MOOC Model for Digital Practice" (qv).  Includes 3 excellent vids on MOOCs, learning in a MOOC, and knowledge in a MOOC. 
mooc  ple  plenk2010#  en3177 
december 2010 by mcmorgan
Digital Storytelling | A ds106 Production
I'm envious of the brave. Jim Groom is brave. Jim has a hellava course started here that I'm going to shamelessly emulate in designing the backend of Weblogs and Wikis as it goes open. Assignments are central, and those I have seen are doozies. But aggregation and syndication are the pedagogical magic.
Ple  Oer  course  mooc 
december 2010 by mcmorgan
Reading in the Digital Age, or, Reading How We’ve Always Read | Booksquare
Some interesting consideration of how to move the act of once-considered-private reading (annotations, notes, synopses, summaries, responses, discussions) into an online social environment. Ties to aggregate and remix in Downes's frame of a MOOC. Might be good to ease readers into PLE frames and repurposing.
reading  social_practices  weblogs  en3177  ple  mooc 
december 2010 by mcmorgan
Proposing a Taxonomy of Social Reading
Draft in progress of a taxonomy to start making sense of what reading becomes online. Social practices from annotation to discussion boards to other alternatives.
literacy  newliteract  socialpractices  socialreading  en3177  ple  mooc 
october 2010 by mcmorgan
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