Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
CDETG Presentation on MOOCs
1. Open, Online and Connectivist:
Lessons from our cMOOCs
Betty Hurley-Dasgupta
October 29, 2013
2. Open Learning- UNESCO Definition
OPEN LEARNING - instructional systems in
which many facets of the learning process
are under the control of the learner. It
attempts to deliver learning opportunities
where, when, and how the learner needs
them.
http://www.unesco.org/education/lwf/doc/portfolio/definitions.htm
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3. “Open” Defined by David Wiley
“By „open‟ it is generally meant that the
resource is available at no cost to others for
adaptation and reuse in different contexts.”
http://scholar.google.com/citations?view_op=view_citation&hl=en&user=M47HR7IAAAAJ&
citation_for_view=M47HR7IAAAAJ:mVmsd5A6BfQC
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4. What is Connectivism?
• Principles of connectivism:
• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or
information sources.
• Capacity to know more is more critical than what is
currently known
• Nurturing and maintaining connections is needed to
facilitate continual learning.
5. What is Connectivism? (con’d)
• Ability to see connections between fields, ideas, and
concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent
of all connectivist learning activities.
• Decision-making is itself a learning process. Choosing
what to learn and the meaning of incoming information is
seen through the lens of a shifting reality. While there is
a right answer now, it may be wrong tomorrow due to
alterations in the information climate affecting the
decision.
18. Lessons Learned
Need critical mass for blogs and connections to occur
Webinar space is not ideal
Assessment- challenge!
Connect with ePortfolios
What is learning?
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21. As these online universities gain traction, and start
counting for actual college course credit, they‟ll most
likely have enormous real-world impact. They‟ll help in
getting jobs and creating business ideas. They might
just live up to their hype. For millions of people around
the globe with few resources, MOOCs may even be
life-changing.
A.J. Jacobs
http://www.nytimes.com/2013/04/21/opinion/sunday/grading-themooc-university.html?hp
22. Some References
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Research article on MOOCs:
http://www.irrodl.org/index.php/irrodl/article/view/1041/2025
Dave Cormier on MOOCs:
http://davecormier.com/edblog/2012/07/31/20-questions-and-answersabout-moocs/
George Siemens on MOOCs (video):
http://blog.p2pfoundation.net/george-siemens-on-massive-open-onlinecourses/2011/05/14
Stephen Downes on MOOCs (video):
http://www.slideshare.net/Downes/xmooc-the-massive-open-onlinecourse-in-theory-and-in-practice
Article by Yeager, Hurley-Dasgupta and Bliss on MOOCs:
http://jaln.sloanconsortium.org/index.php/jaln/article/view/347
Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
Building on our work together in International Program development and delivery as well as my work in Creativity and Change Leadership at SUNY/Buffalo State, started designing our first MOOC in Spring of 2011. We had both experienced several of the CMOOCswDownes, Cormier and Siemens. Worked with Retsam for tech learning and support and at end of 1st offering, Catherine Bliss analyzed the interaction within the course …
Thirteen credit seeking participants, one of whom was a grad student; 350+ total registrations in first offering Fall 2011. Approx 15% active, all registered participants completed; a number of not for credit completed and some are still active today.Learning contract of expectations for credit seekers; constantly updating, adding new presentations .. One 3 weeks from Mexico also using cMOOC theory in her teaching … all sessions are recorded and available now in the “course”
Animation of interactions and activity over 13 weeks of Fall 2011 … Catherine Bliss using Gephi software
Spring of 2012 started work on second MOOC … not for credit and as an adjunct to another open resource course, A Mathemtical Journey that also uses Khan Academy videos. Wanted to attract non math lovers as well as math afficionados
Read this 4 weeks ago in the NYTimes … part of a larger discussion you might wish to read. Interesting approach to the disruptive world of MOOCs in HE and related OER opportunities.