User:Vtaylor/MOOCs/MOOCs 2011

= 2011 =

CCK11
follow-up
 * CCK11 - course outline


 * “Training is for pigeons" - The Subordination of Teaching to Learning - lots of great links - need to read more...


 * “Training is for pigeons" - The Subordination of Teaching to Learning - lots of great links - need to read more...
 * Gattegno suggests that learning takes place in four stages which can be described in terms of awareness. 1. a single act of awareness: the realisation that there is something new to be explored. As long as I am unaware that there is something to be known, I cannot start to learn. 2. as I start to learn, I have to explore the situation in order to understand it. 3. transitional stage. At the beginning, I am able to do what I want if I pay attention at each instant. At the end of this stage I no longer need to pay attention: the new skill has become completely automatic and because it is automatic, I am free to give my attention to learning other things. 4. transfer. For the rest of my life, what I have learnt can be used for all the new skills I may wish to acquire.

Yes, but... vtaylor, February 9, 2011 Actually, I am starting to really like this new way of learning, connecting, distributing, whatever... It has been a bit chaotic to start but that's ok. That's what I'm here for. I was finding the Moodle threads too dense content-wise as they seemed to attract the academic folks. Individual blog posts are great, and now they are gathered up in the daily newsletter, that helps a lot. I have been pleasantly surprised to find much to like about the Tweets now that they too are corralled into the newsletter. And this linear blog is working, but then I have always had a preference for one long page with lots of headings, clean layout and white space. I'm more of a feet-on-the-street practitioner - community college, high school academy-within-a-school. So this new "structure" works better for me and those I will be encouraging to come on board with CCK.


 * Thomas Vander Wal Recordings from Wednesday's session : audio/mpeg
 * An Introduction to Activity Theory - tools, subject, object/outcome, rules, community, division of labor
 * Tracy Parish LinkedIn map - Proud Connections to the Blue Cloud People
 * The difference between learning and teaching
 * Connectivism and Social Constructivism – what’s the difference?
 * Thinking Inside of the Circle May Be Just What You Need


 * How does Connectivism deal with unlearning knowledge?
 * Castañeda, Soto Building Personal Learning Environments by using and mixing ICT tools in a professional way - use ICT tools for learning, even if they actually do. They value, useful tools which help them to plan their tasks, save time, simplify complicated tasks and, definitively, have fun; but also they specially value the ICT tools they discovered, seeing opportunities for Independency, collaboration, self importance in the learning process. The vast majority of students have a basic perception of their PLE. Few of them don’t relate tools with themselves but with their tasks, and only some of them go one step further by establishing more complex relationships between tools, contents, tasks and themselves enriching each other.
 * Siemens - 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?
 * Downes - What Connectivism Is Not - four elements of the semantic condition (diversity, autonomy, openness, connectedness)
 * --Valerie Taylor 16:38, 18 January 2011 (UTC) I'm working with community college instructors building personal learning networks. As a WikiEducator Community Council member, I am actively advocating universal access to science and engineering education. I'm looking forward to learning more about connecting and knowing.
 * Cynthia (in comment) - Why don’t people share?, you ask. Several reasons. Fear as you mentioned, but that fear has to be overcome by looking at the advantages and benefits that result with sharing – i.e. finding and collaborating with others, like yourself, that are not hesitant to share and have loads to offer.

== Change 2011==

How this Course Works http://connect.downes.ca/how.htm - the process is actually Aggregate - Remix - Repurpose - Feed Forward


 * Change: Education, Learning, and Technology (Change11) http://change.mooc.ca/


 * self-service learning - needs support, direction, guidance, path - don't know what you don't know

Seven C's http://blog.learnlets.com/?p=1203


 * Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important.


 * Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need.


 * Crash: our commitment means we make mistakes, and learn from them.


 * Create: we design, we build, we are active in our learning.


 * Copy: we mimic others, looking to their performances for guidance.


 * Converse: we talk with others. We ask questions, offer opinions, debate positions.


 * Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.

other ideas, areas of interest


 * k-12, mobile, scitech, toys/games, assessment - connections, examples, application

== EC&I 831: Social Media & Open Education ==


 * http://eci831.ca - blog - hash eci831


 * network mentoring doc


 * course readings


 * links, my comments


 * EpCoP (ePortfolio) MOOC site, google group


 * http://littlebylittlejohn.com/task1/


 * diff - final project

== Differentiating Instruction == This course is for K-12 classroom teachers who want to learn strategies for differentiating instruction to better meet the needs of all learners.

Participants in this course will be introduced to learning theory related to learning styles and multiple intelligences, as well as web-based resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences.


 * syllabus
 * google group
 * Week 1 (Oct. 3-9) - Introduction to Differentiated Instruction

I volunteer at a local school here in Florida that has an Information Technology program withing the school. Students in the program work in teams on "challenges" - problem-based learning, integrated lessons so they get English, Spanish, Math and Science grades for subject-specific work in the project. The students are really engaged and learn a lot more than the core curriculum.
 * --Valerie Taylor 10:20, 4 October 2011 (UTC)

These students are also require to take standard tests. Time is set aside for the couple of weeks immediately before the testing to prepare for the kinds of questions and content that is being tested. Although this is a relatively new program, it is working well. Students in the program do better than the general school population on the standard tests. Even those students who were in the lower percentiles before entering the program, are demonstrating considerable improvement.

By and large, the girls in the program benefit more from the program. The complexity and real-world integration of many curriculum strands appeals to girls. They are surprised to discover the connections between subjects when presented with problems this way and have less difficulty mastering difficult, complex material in context. The amount of time students willingly put into these challenges is astonishing and gratifying.

Do you have the opportunity to introduce projects and integrated assignments while covering the required curriculum?

== Writing and common core==

The Common Core State Standards suggest that writing must live across all disciplines. Let's explore that idea.

The Common Core State Standards suggest that writing must live across all disciplines. This course is an exploration of what that might look like. Through conversation, reading, and writing together, participants in this course, developed in partnership with the National Writing Project, will explore what it means to write deeply across the disciplines as a way of learning, as well as what it might mean to ask students to write for a discipline.

== eduMOOC==

http://edumooc2011.blogspot.com/p/archive.html

iaep - it's an education project

Massive Open Online Class (MOOC) on “Online Learning Today...and Tomorrow.” It will continue through August 19. It is totally open, free, and collaborative. It can be totally asynchronous, or those attending can join in weekly panel discussions with experts in various aspects of the topic. This is an active and growing resource and networking center on the topic of "Online Learning Today, and Tomorrow." You will have the opportunity to meet many people around the world who share your interest in this topic. http://sites.google.com/site/edumooc/


 * eduMOOC - http://edumooc.blogspot.com/
 * OERu study group - http://wikieducator.org/OER_university/eduMOOC_planning_group/Case_study_EduMOOC oeru-edumooc@lists.wikieducator.org
 * Moodle / Nellie - http://www.integrating-technology.org/login/index.php


 * gaming and online learning - http://edumooc.wikispaces.com/Gaming+and+Online+Learning


 * K-12 - http://edumooc.wikispaces.com/K-12+Online+Learning

== k8mooc==

A eduMOOC is a big network of players, if we engage we will feel part of something big, and the community is very global, and it is a project.....the eduMOOC is sounding more and more like a game!! -Norman


 * How early can online learning be used with kids? How autonomous can they be at what stage? What kind of support do they need? At start up? Ongoing tutoring? Assessment?


 * Can kids participate in MOOCs? How would that work? Would it be different than the examples such as CCK or eduMOOC? Are there any special age- or grade- development specific requirements to be considered?


 * Assuming it is possible and/or practical to facilitate a MOOC for kids, what would it look like? How would it work?

Previous thinking - online learning and the need for "guide on the side" functionality


 * learner - personal learning objectives, may be influenced by accreditation or certification requirements


 * learning objects - resources, usually online but could be anything including dead trees, stone tablets, cave paintings


 * agents - track learner's progress, match appropriate learning object sequences based on personal preference, interests, development sequence, progress, objectives and desired/required outcomes


 * guides - subject matter experts, instructional designers, curriculum specialists, reviewers, cataloger, curators, librarians, collaborators, community, network

LEARNING OBJECTS


 * unit - page, image, video, podcast
 * collection - theme, connection [eg. repository, directory, library, bibliography, references, resources, catalog]
 * sequence - linear progression, structure / framework - building on prior knowledge / work [eg. lesson, textbook, course]

== iaep - it's an education project==


 * Sugar Labs Replacing Textbooks project - Booki for authoring / publishing, delicious catalog, XO teacher training


 * case studies, models, framework - book sprints, MOOC, short intense collaboration


 * development - collaborators, work plan, reporting / updates, evaluation


 * resources - catalog, booki


 * curation / assessment


 * promotion, feedback


 * Online Learning Today
 * What the Research Tells Us
 * Online Technologies Today and Tomorrow
 * Online Learning Apps and Mobile Learning
 * Public, Private & Open - Online Learning
 * Personal Online Learning Networks
 * Collaboratives, Collectives and Clouds
 * Online Learning Tomorrow 2011-2021

== other==


 * Designing OERu Credentials: Aug 29-Sept 13, 2011 - Thompson Rivers University (TRU) - prior learning - some interesting comments, academic, where to start offering - subject areas