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  1. 1. Digital Pedagogy and MOOCificationJesse Stommel (@Jessifer) and Sean Michael Morris (@slamteacher)NITLE Shared Academics Seminar - February 26, 2013 [image by Kevin Dooley]
  2. 2. hashtags: #moocmooc #NITLE
  3. 3. Some critics of MOOCs hold that these massive courses cannot possibly be interactive, andcertainly not at the level of the traditional classroom. Because of the sheer number ofparticipants, facilitators can indeed be hard-put to set the table for meaningful discussion andcollaboration. However, as analytics from MOOC MOOC demonstrate, interaction is not onlypossible, it has the potential to be far more dynamic in MOOCs than in on-ground courses.
  4. 4. MOOC MOOC ran in August 2012 with over 600 registered participants andagain in January 2013 with over 1000 registered participants. During the firstiteration of the week-long MOOC MOOC, there were over 6000 uniquevisitors to the course and almost 7000 tweets on the #moocmooc hashtag.“Analytics and #moocmooc” by Sheila MacNeillAn interactive graphic representation of #moocmooc Twitter participation by Martin HawkseyAnalysing threaded Twitter discussions from large archives using NodeXL by Martin Hawksey#moocmooc tagged twitter posts for first six days of MOOC MOOC by Andrew StaroscikCurated archive of blog posts, articles, and videos from MOOC MOOC
  5. 5. MOOCification: to harness (in an instant) the powerof a nodal network for learning. Rather than creatinga course to structure a network, MOOCification relieson nodes to power a learning activity (or assignment).MOOCification also refers to a pedagogical approachinspired by MOOCs that is unleashed in an otherwiseclosed or small-format course.
  6. 6. Questions:1. How do MOOCs disrupt the traditional curriculums, economies, and power dynamics of higher ed.?2. How do we measure success within a MOOC?3. What are the various pedagogies of MOOCs (play, experimentation, active learning)? Can these pedagogies be equally effective in various disciplines (humanities, sciences)?4. How do we build community within and between MOOCs? And how do we make connections between online and in-person, formal and informal, learning communities?5. How can we leverage the pedagogies and community-building aspects of MOOCs for use in our small-format on-ground or online courses?
  7. 7. hashtags: #moocmooc #NITLE