As a life-long learner, I have appreciated engaging and interacting with a wide variety of educators in a few Massively Open Online Courses (MOOCs). The concept of a MOOC is has been around for a while. In previous blog posts, I have shared the definition of a MOOC and my participation and experience. I have appreciated learning from the #eci831 and #CCK09 MOOC facilitators, such as Alec Couros, George Siemens & Stephen Downes. Even more, I appreciate the knowledge shared by invited speakers and the connected learning participants who I continue to engage and exchange with beyond the course structure. MOOCs are now on the tip of everyone’s tongue due to recent education technology start-ups who are now designing MOOC-like courses and creating partnerships with many accredited higher education institutions. What’s all the MOOC about if the concept of a MOOC is not a new innovation?
Full Text: Online Learning: More Than Just a MOOC « TechKNOW Tools.
The major media outlets are writing a great deal of misleading articles about online learning. The foolhardy would be unwise to follow the advice of NY Times writer Mark Edmunson. His article, “The Trouble With Online Education”is flawed on so many levels I can’t even compel myself to rebut it. I’ll let my friend and colleague Michael Horn do that, which he did here. I have also seen some highly toxic, overly hostile-toned op-eds from teachers union-funded efforts that portray themselves as “public policy institutes.” Countless times, they misinterpret the words of people like Bill Gates, claiming he would replace all teachers with avatars and first person shooters. They have also tried to bastardize the intentions of Sal Khan, inventor of the Khan Academy. Khan has never tried to make himself a martyr or some symbol of a flipped classroom. All he did was show what the power of digital technology can do to help students learn, if we let it. All of this behavior is not surprising, because institutions fear change, and they will do whatever it takes to protect the status quo.
To make a small analogy, we’re seeing the folly of trying to televise the London Olympics as if we’re still in an analog world. NBC has been besieged with criticism for holding back key programming to air on a tape delayed basis in prime time. The problem is, the blogosphere has already announced the winners to the entire world, so who wants to watch Ryan Lochte win the gold medal when the outcome is already known? For some amusing commentary on this, feel free to read this article about it. What I am trying to illustrate is that you can’t keep following the same model when the world has changed. Public education is no exception.
Full Text: ReinventED Solutions – My Blog – Public Education Must Embrace Online Learning To Remain Relevant.
Online learning requires a new pedagogy that is built on establishing a relationship between the instructor or facilitator and the learners. One of the most salient features of online learning is that it allows learning to be place and time independent. Learners can arrange their learning around their everyday lives.
[Post summarises the following]
- Andragogy – Knowles –six principles
- Jerome Bruner – technology is a powerful tool for instruction. Technologies are cognitive tools that help learners elaborate on what they are thinking and to engage in meaningful learning.
- Seven Issues of constructivism for online educators
- Constructivist Design Principles for Online Learning
Full Text: Constructivism and Online Learning « nancyrubin.
YouTube is gearing up to transform the way we learn…We are at the beginning of an exciting revolution in online educational content.
That’s the message that came across loud and clear at this morning’s VidCon breakout panel on education. In an overflowing room of well over two hundred conference goers, head of YouTube Education Angela Lin led a panel of five leading video makers in a lively discussion, that gave a compelling glimpse of the future of online education. And it was a future that didn’t feature too many conventional lessons or institutionalized videos!
As the panel included John and Hank Green (SciShow, CrashCourse and a gazillion other things) I was expecting a room packed to the brim with their incredibly engaged teen fans – which it was. An odd audience you might think for a panel on education. But this was a serious, intelligent and engaged crowd, eager to listen to the panel, ask questions and provide their own insight on online learning.
Joining the Green brothers were physics blogger Henry Reich (minutephysicsminutephysics), science YouTuber Brady Haran (The Periodic Table of Videos), Mike Rugnetta, host of the PBS Idea Channel and Vi Hart of Mathemusician and the Khan Academy.
What was notable was that these panelists are all a) successful online educators (extremely so in some cases), b) not formally trained in teaching (to my knowledge) and c) not representing mainstream educational institutions (not counting PBS). This is important, because there was no doubt here that the excitement and impact surrounding online education is occurring outside conventional educational circles – and in many cases leaving them standing. John Green talked about this emerging online education community as being “disruptive,” while brother Hank talked about a “new kind of learning.”
Full Text: Online Learning is where Online Music was Five Years Ago.
2012 Effective Practice Awards to be presented at 5th Annual International Symposium for Emerging Technologies for Online Learning, July 25-27, in Las Vegas.
The practices advance the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.
Newburyport, MA (PRWEB) July 09, 2012
The Sloan Consortium (Sloan-C), an association of individuals, institutions and organizations of higher education committed to quality online education, will present its 2012 Effective Practice Awards at the 5th Annual International Symposium for Emerging Technologies for Online Learning, July 25-27, in Las Vegas.
The winning practices were selected for recognition because they provide evidence of innovation and replicability. The practices advance the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.
The recipients of Sloan-C’s 2012 Effective Practice Awards are:
Integration of Technology Into Undergraduate Education via Cross-Disciplinary Pollination, Nancy Konigsberg Kerner, Brenda Gunderson (University of Michigan)
Comprehensive Online Student Support Services, Marwin Britto, Susan Rush (Lone Star College System)
A.R.G. – Creating Alternative Reality Games for the Classroom, Jeff D. Borden (Chaminade University, Metropolitan State College of Denver, University of Northern Colorado)
The CUNY Academic Commons: Social Network as Hatchery, George Otte, Matt Gold, Boone Gorges, Michael Smith, Chris Stein (The City University of New York)
Cell Phones in the Classroom: Collaborative or Calamitous?, James May (Valencia College)
Cyber Peer-Led Team Learning: Taking the Classroom Experience Online, Pratibha Varma-Nelson, Randy Newbrough, Julie Banks, Tom Janke, Lorie Shuck, Lin Zhu, John Sours, Joshua Smith (Indiana University Purdue University Indianapolis (IUPUI), Florida International University, Purdue University)
The Sloan-C Effective Practice Awards Selection Committee members are Darrell Naylor-Johnson, Vice President for SCAD eLearning, Savannah College of Art and Design (SCAD); Alexandra M. Pickett, Associate Director, State University of New York, SUNY Learning Network; Shari McCurdy Smith, Associate Director, Center for Online Research and Service, University of Illinois, Springfield; Kaye Shelton, Associate Professor, Educational Leadership, Lamar University; and Janet C. Moore, Chief Knowledge Officer, The Sloan Consortium, Non-voting committee chair. Details about the awards are available at http://sloanconsortium.org/effective.
Full Text: Sloan-C Honors Effective Practices in Online and Blended Education.
This is the last in a series of 10 posts on designing quality online courses. The nine steps are aimed mainly at instructors who are new to online learning, or have tried online learning without much help or success.
Full Text: Nine steps to quality online learning: Step 9: Evaluate and innovate.
Strong opinions abound on the subject of online learning in American higher education. Proponents see it as a transformative, disruptive wave of the future, whereas skeptics see it as an effort to slash costs, regardless of the impact on students.
Surely some forms of online instruction—such as posting videos of a mediocre instructor on a poorly designed website—are inferior to traditional, face-to-face instruction. But what about more sophisticated, interactive online learning systems? There is little rigorous evidence on this subject, especially at traditional public university campuses.
Full Text: First Do No Harm: New Evidence on Online Learning in Higher Education | Brookings Institution.
Earlier this week I attended a conference (for our Ellucian CIOs), and one of the sessions that greatly interested me was “Millienial Behaviors and Higher Educations Focus Group Results” presented by Richard Sweeney, the university librarian for the New Jersey Institute of Technology. Mr. Sweeney’s session was actually in two segments: he first discussed what the research has revealed about Millennial students, and then a group of 13 college and university students were brought onstage as a live focus group. He asked the group several questions (the answers the students gave to some of which were quite surprising), and then for about the last 15 minutes of the session, the students fielded questions from the audience.
Full Text: Making the Connection between Millenial Students and Online Education | Learning Through Play & Technology.
Are you looking for ways to engage your online students as the course begins? Have you thought about recording a short video introduction to the course, your expectations, and our new Desire2Learn Learning Environment?
These days I have been learning — metacognitively speaking, especially — about good and bad practices in online teaching as I work on my Online Teaching Certificate from The Sloan Consortium. This is now Week 2 of a nine-week foundations course, and I am excited to share with you one nugget of knowledge about an instructor’s presence in an online course. Our course facilitator has been sharing her expectations and introducing the course topics via a weekly video. The videos, so far, have been easy to watch, highly engaging, and quite instrumental in projecting a strong online presence.
Full Text: Using Video to Welcome Online Students (and Establish Your Online Presence!) « Online Learning @GC :: Greenville College.
A leading Welsh politician has called for e-learning to have a bigger influence in the higher education sector of the country.
In a speech to the Institute of Welsh Politics, education minister Leighton Andrews said he was impressed when touring the Institute of Biological, Environmental and Rural Sciences (Ibers) at Aberystwyth University, because the facility is making use of modern innovations to support education.
Ibers involves around 300 members of staff in teaching, support and research, who are examining many scientific issues, including bio-energy, the impact of climate change and the functions of genes.
Some of the clever uses of technology remarked on by the politician include the recording of lectures and the utilisation of flexible academic spaces.
However, Mr Andres said he was disappointed that only the Open University and the University of Glamorgan “appeared to be taking online learning seriously”.
Full text:Technology: Welsh education minister calls for online learning to play greater role in university.