User:Vtaylor/MOOCs/MOOCs 2018

Motivation matters. Why I'm learning is as important as What I'm learning. -- Denis O'Brien

2019.9 Good inforgraphic. Many learners don't know how to be good learners. Th compounds the problem. Even if the training is well developed, many learners can't / won't make best use of it.

2019.9 ient101 * diigo entrepreneurs * Becoming an entrepreneur - In this course, you’ll review the characteristics of successful entrepreneurs and apply techniques for generating ideas to initiate a market analysis and supporting due-diligence assessment for a startup business. * video 12 mistakes *

2019.8 FEMA ICS 100 for CG Aux

2019.6 Master the Basics of Digital Age Creative Commons LiDA103 is a free, online, open education micro-course where you will learn the basics of open education, copyright law, open licensing and license remix compatibility for managing intellectual property within the digital environment. LiDA103 is one of four micro-courses for Learning in a Digital Age (LiDA).

2019.6 Learning Analytics and User Data - What data can we get?

Some types of automation - 'Event' suggestions in Sparks. Email students a link to their personal dashboard and a high level summary / synopsis of how they are doing personally and compared with the rest of the class.

The basic courses are old and prescribed so all modifications are "agile" - improvements based on feedback - formal and informal. Automating the analysis of data collected with nudges to us to consider modification of weaker areas would be interesting.

2019.5 * Nudge * Nudges to do what's good for you are ok up to a point - retirement savings contribution example. These can be "big brother" - we know what's best for you (and therefore by extension, you don't). *

Anchoring is a nice positive nudge. Whatever you guess, it will be closer to "right" than the anchor. It provides a hint without giving away the answer. This is good for k-12 where we want them to gain confidence in learning to learn as well as learn the material. *

Transparency is important. Pre-commitment and reward seem contrived and take the authority from the doer who has the responsibility - "parent-child". The stipend is positive, self-directed and "adult-adult". *

We used weekly newsletter style emails for several years - more as ongoing items of interest than "training". No comments, or feedback. Only after we stopped doing them did we hear back from many recipients that these mails had been really useful and the recipients missed them! .. sigh .. *

As an early public google email account, I get this stuff in beta. I tried it. Sounds great but it just didn't work for me. Screen space was too fixed and not to my liking. Linking was interesting but not obvious or intuitive. Nudges are too subtle or heavy handed - big red box. I would love to more about their target audience and the folks who are using this as intended. Although somebody thought it was a great idea, it isn't me. *

Who is the intended audience? How do they feel about this game model? Some games are really sophisticated and engaging. Others are just digital slot machines or solitaire for killing time. Learning a language could be in there somewhere, I guess. *

Ask the casino operators about streaks. This is their "bread and butter". Keep people winning a little frequently. Reward them for staying in the game long term. *

I wonder, are there personality types and nudge strategies to match? *

2019.3 * The Unbundled University, the Market and Digital Technology *

I participated in most of the original MOOCs. They were free and open. Topics and resources were suggested and facilitated. The learning and direction came from the participants. Learning for learning sake. Importantly, any level of participation is acceptable - lurking is encouraged if that's what you want from the learning experience. The term MOOC has been highjacked.so effort has been made to distinguish between xMOOCs and cMOOCs. It makes me crazy when these so-called MOOCs prohibit access to content to anyone who doesn't successfully follow the prescribed and regulated path and "pass" an examination. There might have been something useful and interesting beyond that point but the "masses" will never know. *

For HE to stay relevant, keeping up in a changing world is essential. Your Security Studies example - is this a market demand or identifying a need and shifting to be where the learners need to be? *

As a participant in the current version of open education since the beginning ? 1998, it has been interesting to watch the development and shifting over time. Open education was one of the earliest proposed uses of the internet and the worldwide web. Social media and cat videos came much later. I am cautiously optimistic that open education will continue to be an important component of globally connected teaching and learning. Importantly, it must remain open and support personal learning. *

Having personally never worked in a job that existed when I was going through school, learning to be lifelong learner is as important as subject matter knowledge. The saying "You don't know what you don't know" is relevant to HE itself as well to the learners. Unbundling and rebundling allows for flexibility, agility and innovation for HE to meet the needs of all stakeholders. *

Great course. Really enjoyed it. The same amount of content spread over 3 weeks would have allowed for more discussion participation. Consider fewer shorter videos - less "sit and git". As always, the good discussion prompts and the responses of other participants are the best part.

2019.3.19 * 19 March: Learning to collaborate – collaborating to learn

2019.2 * Exploring Play: The Importance of Play in Everyday Life * 1.10 Great point about organized sports not really being "play". And very sad. This makes it tough for the kids who are imaginative and not athletic or competitive by nature. Although it is not a substitute for in-person outdoors play, technology play allows these kids to go their own way. No one knows or cares what you are playing on your device. Kids can be engaging in competitive games or designing a spaceship or wearable technology accessories. * 1.6 Don’t play with your food. Don’t play with the zipper on your jacket. - usually means "don't annoy me by doing that". As a mum, I'm probably guilty of saying that. What an awful way to use the word "play" that should refer to something joyful, self-directed and engaging. Zippers are really interesting from an engineering perspective. How do they do that? * 1.6 On the other hand, learning something - a skill, a process, or being introduced to something new is often the foundation of new and broader play. Most kids don't learn to ride a bicycle without help. This can open up a lifetime of enjoyment / freedom / play.

2018.11 * edX EPFLx: Innov4DevX Technology Innovation For Sustainable Development https://youtu.be/Ys3WzumElGc Scarcity in quality infrastructure Infrastructure provides the basic physical systems and structures essential to the operation of a society or enterprise. in our technology innovation perspective: energy, transport, communication and water infrastructures. . desired impact. need for impact. plan impact framework value chain. theory of change ToC events https://www.youtube.com/watch?v=BtmHz8QBwgM&feature=youtu.be. pathway of change inputs activities outpust outcomes impact assumptions measurements monitoring indicator metric. https://prod-edxapp.edx-cdn.org/assets/courseware/v1/a8ca3737df4919bce220f462a1f22d83/asset-v1:EPFLx+Innov4DevX+1T2017+type@asset+block/ImpactCanvas_PDF_Tool.pdf

2018.10 el30 mooc. getting ready two types of knowledge: personal knowledge, your own network of ideas and beliefs, which is shaped by activities and experiences; and social knowledge - communication and interaction. The MOOC environment is designed to support both types of learning.

2018.10

Experience Matters: A Crash Course in Learning Experience Design * Denis O'Brien - I do all my research, searching, choosing etc via my phone ... It's the only medium which is instantaneously available to further my knowledge and help me move on. I'm a heutagogic learner so I'm curiosity driven rather than a syllabus follower. Motivation matters. Why I'm learning is as important as What I'm learning. *

vt Takeaway - developers in the video (and elsewhere) still see their role as driving the user experience. How about offering the user the opportunity to direct their own learning rather than be a "use case". Nice to have the option to do this object when I felt like it. Thanks.
 * In K-8 there is "differentiation" - kids coming from different starting points to get through grade-level curriculum. Supporting each learner is challenging but doable. In the past many corporate trainers have relied on "sit and git" or one-size computer based training without a lot of attention to differentiation. Finally seeing some progress in this too.
 * In Workflow Learning, Context Beats Content * Yes! "Some assets are informational while others are instructional. One may take 15 minutes to consume while another takes 30 seconds. One may go into great detail when only a high-level overview is needed." Being ok with a resource NOT having tons of background, rational and detail - this could be huge.
 * User Experience: What Is Ux in Learning? - Yes, I know I jumped ahead here rather than work through the levels sequentially. That's my point.


 * Using Reach to create a personalised experience. - We do some personalized or small group specific communications. Could be better. Directed action- and context-based automated distribution would contribute to the learners' feeling supported by a facilitator's presence. * The first email from Reach was interesting. "so we'd like to suggest that you set up a 1:1 conversation with your Line Manager" - well I don't actually have a line manager, but... Shortly after that I received another virtually identical email - subject that I should discuss with my line manager was different but the rest was the same. Now it feels like spam rather than caring facilitation and support. * Suggestion - make the wording more different for each email. It is a good idea in general. I do appreciate the nudges.


 * Success in a MOOC - I have been participating in MOOCs since CCK08. The current offerings are still way too structured and linear, not as self-directed as originally envisioned by Downes et al. This may be changing. We'll see... * Curatr gets at some of the ideas that Downes et al were trying to promote. "Course" is a number of good resources addressing the topic. Learners can select, mix and match, leave a trail and provide comments and additional resources if they want. Social interaction is encouraged. * Some differences - learners determine when they are done. Most of the shared information is curated / collected and distributed - I post to my blog or tweet with the course hashtag and the "system" gathers these and sends out a digest with links to all these from the last 24 hours - very nifty and extremely interesting, though can be overwhelming. Everything is open and online. It is better as the learner population grows - massive. * The earliest offering - Connectivism & Connective Knowledge CCK08 (yes, in 2008) was a massive learning opportunity on every level. The term MOOC came later along with significant differences in what exactly that meant and how it could be implemented. * Nice to see a shift in online learning away from an online version of the centuries old academic lecture hall model with mandatory assignments with a "right" answer and a single high stakes test to "prove" that the learner can recall the information out of context for 4 hours. * Learners need to be able to deal with the volume and diversity - many simply can't do this. The solution is to have them learn these skills rather than eliminate the need to acquire these learning skills.

Teaching Foundational Reading * Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide, published in July 2016 by the U.S. Department of Education's What Works Clearinghouse.

Problem Solving in the Digital Age * Data literacy is the ability to analyze, interpret, and tell stories using complex sets of data. * Design thinking is the ability to understand problems and develop creative solutions. * Computational thinking is the process of expressing solutions so that humans and computers can understand them.

Learning Differences

2018.9

OERu IPM101 Project Management * bookmarks * diigo projectmanagement * Mastodon *

2018.7 Data Science in the Games Industry * I'm interested in games in education. How data is used to personalize and motivate the gamer / learner would be useful information. I see kids who are totally engaged in games. If we could just get kids to put in that time and mental energy on school work... How can educators tap into that? Hope to find out here.

2018.6 *

The Online Educator: People and Pedagogy * The Open University * Design engaging courses, make your teaching more inclusive, navigate online research ethics and shape your digital identity.


 * The “design a school” activity mentioned briefly sounded really interesting. I understand why someone keen on Second Life would think it would work in that environment. I would love to know what the kids came up with, even if the visuals for their thinking were just sketches on a scrap of paper.


 * There seems to be a creepy factor for all animated humans, not just in Second Life. In contrast, in the Disney movie Ratatouille, the animals were amazingly “lifelike” - great subtlety in expressions. The people were very definitely cartoon animations. That really stood out. Deliberate or not, it was remarkably well done. Perhaps some people ok with the creepy animated humans who aren’t quite photo-realistic. Clearly, some of us are not.


 * I put research because that was the closet of the choices offered. I rarely tweet so all the choices that imply giving as well as getting were out. I follow a lot if interesting people and organizations but these aren’t friends or colleagues or Institutions or businesses I actually have any connections to. Some are educational technology superstars. Some are educators who share their successes and frustrations. Other tweet to promote future events and to record events as they happen and afterward. Some tweets are links to important information published elsewhere. And I can have a few delivered in an email everyday. This is just my personal learning network. So much more than the cool impersonal choice of research.


 * For my use, Twitter is more like an magazine contents page. Not particularly personal. Very interests based with little notes, teasers and links to more information I rarely tweet anything. I occasionally use Twitter for curation - tweeting or retweeting links to other interesting items that I make into a resource page or something similar.


 * Every day I get an email with the last 10 tweets that have appeared for those I follow Quick way to stay current. Sort of a mini professional development session. Sometimes there is something to follow up on if I have the interest and the time.  Sometimes not. I love the serendipity within a bounded space.


 * There are some really interesting free applications and resources for mobile phones to be used in primary and secondary education. Please let us know how we can support you and other innovation educators developing expertise here.


 * I don’t have much contact with in-person colleagues who share my wide ranging interests in educational technologies so I am greatful to the rich network of others online who are so inspirational and supportive. In “visitor” mode existing technologies may not look interesting or applicable. In “resident” mode all sorts of possibilities are suggested.


 * Yup. We have a similar problem. It isn’t that students are ignoring your training video. Many just aren’t very skilled self-directed learners. They just don’t get it that there is some value to them in watching it. Try awarding a very small grade for watching it. I hate to do it, but it works.


 * Someone did a real study and found that younger people new to teaching were far less likely to experiment with technology in their teaching practice than more experienced educators. Experienced teachers were more confident and comfortable with how technology could engage and provide new and interesting learning opportunities. They were willing to take some risks and themselves learn from these activities.


 * One participant opined that the reason that "they" want to replace teachers with technology is because teachers are expensive. Yes, and more than that, teachers are seen by many as expensive for what they produce - loads of kids who are a mess..., who can't read or write or do arithmetic - who are simply not being educated. Considering that kids often spend more time at school than with their families, teachers can't keep insisting that their poor track record is entirely the fault of un-supportive families. There is no question that many teachers are effective. However, there are a large enough portion of the "profession" who fail to deliver on the value proposition. Insisting that families can't have a choice only adds to the frustration. The general population is feed up with the educational status quo and is looking for a viable alternative. Lots of online courses are already a big improvement over what's on offer face-to-face. Online teaching and learning is evolving rapidly. So many new and creative learning experiences are coming along all the time. Many learners are choosing online courses because it is a more engaging and effective learning experience. These teachers just don't get it.

Build a Makerspace for Young People * Raspberry Pi Foundation * Find out how to create and run a makerspace for young people. Look at the pedagogy and approaches behind digital making.

Managing Behaviour for Learning * National STEM Learning Centre * Maintain discipline and transform your classroom with this CPD for teachers to improve student behaviour and support learning.

An Introduction to Recreational Math * Futoshiki

Getting Started with Agile and Design Thinking *

Making Sense of Open Education #MakingSense18 * Find and curate high quality OER for a course or small project * Connect with other practitioners interested in exploring use of open educational resources and practices in their teaching

2018.5 *

The Science of Learning * Discover the scientific research about learning and apply it in your classroom to help you teach STEM subjects. *

World Class Maths * TIMSS looks at year 4 * Concrete-Pictoral-Abstract (shortened to CPA) approach. psychologist Jerome Bruner * starting off with something concrete, then using visualisations and imagery, and finally working towards abstract notations. * Bar Model method. This is a visual approach, and the way it is used is itself an example of CPA. It can aid understanding of fractions, ratios and percentages. *

cognitive development. The model consists of three cognitive levels: (1) Knowledge and Skills, (2) Understanding and Comprehension, and (3) Evaluation and Construction

2018

2018.3 * Learning in a Digital Age LiDA * OERu * Mastodon open source twitter equivalent * forum digital literacies oers higher ed research question * https://bookmarks.oeru.org/ too secure couldn't get back to section 1 - no numbering or link from registration instructions which were in the middle of the challenge to use this function ** too much text * not very good tracking - numbering marking check as complete - see futureLearn better *

Teaching Mathematics with Technology - Spring 2018 * geogebra desmos Geometer’s Sketchpad, Fathom, TinkerPlots * Build a Makerspace for Young People

2018.2 *

Teaching Foundational Reading Skills - Spring 2018 * Friday Institute * Recommendation and How-To Steps Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide, published in July 2016 by the U.S. Department of Education's What Works Clearinghouse. 123 pages * phonological awareness segments of sounds in words * To effectively decode (convert from print to speech) and encode (convert from speech to print)  words, students must be able to • identify the individual sounds, or  phonemes, that make up the words they hear in speech  •  name the letters of the alphabet as they appear in print • identify each letter’s corresponding sound(s) *

Visual phonics is a system of 46 unique hand cues and symbols that represent the sounds of English * classroom centers groups individual *

The Goal-Minded Teacher MOOC (#EduGoalsMOOC) * challenges impact missions *

Calculus One * functions limits domain * google hits for number n * domain of square root function * absolute value negative non-negative * domain square bracket includes zero, infinity curved bracket does not include infinity * interval greater than or equal 1 and less than or equal 1 [-1, 1] square included -1 and 1 *

2018.3 * /Personalized Learning/ * Demystifying Personalised Learning *

Logical and Critical Thinking Develop and improve your logical and critical thinking skills. Identify and avoid common obstacles to effective critical thinking. * confirmation bias * reasoning heuristic. availability eg. words with r as the third letter. injury by tv not dog attacks *

/Play/ * ‘A loved activity is play' * Exploring Play: the Importance of Play in Everyday Life Explore the nature and value of play through our lives, and across cultures and communities *

http://environmentacademy.org/courses/course-v1:UNEP+ENV002+2018/info