Club-Admiralty

v6.2.1 - moving along, a point increase at a time

xMOOCs as on-demand documentary viewing

For the past semester I've mostly ignored synchronous learning on coursera.  Instead of consuming materials as they are released, I log in once a week, download the videos for the course, and I keep them in my video library.  If there are textual materials available as well, I donwload those, but I tend to focus more on video materials. When inspiration (or curiosity) strikes, I dive into
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Learning in a safe environment, and other educational assumptions (Part I)

It's been a few days since I started writing about the various reactions I had (and started noting in the margins ;)  ) to a recent article from fellow MOOCers and MOOC researchers Frances and Jenny. I cut my previous post a bit shorter than I intended because it was getting long, and I didn't want it to go on and on. So this is a follow-up blog post to that original post with some reactions,
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What Openness means to me

With coursera MOOCs kind of slow this time of year, I decided to try out a MOOC on the subject of "Open" on P2PU. After my first P2PU course, #rhizo14, I thought I would flex the mental muscle a bit and get some P2PU experience.  The topic of this week asks us to ponder what Openness means to us as individual participants.  To be honest I haven't really sat down to write up what I think of
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Cheating, Learning, Being - Week 1 summation

The cone of silence ;-)In most cMOOCs I attempt to go back and respond to fellow participant's posts after something has provoked some thoughts.  If I am less busy, I tend to blog more, if I am more busy, I tend to leave more comments.  I guess this semester I am sort of in-between ;-)In any case, from week 1 of the #rhizo14 MOOC here are some things that have piqued my interest:From Jenny
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Are MOOCs just online courses?: it depends!

This post is going to be badly formatted because I have yet to find an Android client for blogger that it as nice as BlogPress on my iPhone.<br>While on vacation, and on a train, I was able to catch up on the news in academia. One thing that came up, among the oodles on MOOC news is the question of whether MOOCs are just online courses (see here: http://www.thegoodmooc.com/2013/06/are-moocs-becoming-just-online-courses.html?m=1
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Week 7 - Evaluation (OLDSMOOC)

It's week 7 in OLDSMOOC, and as we are windowing down we are tackling the topic of Evaluation. I will be switching tracks again, from the Blended Mobile Learning course (that I've been working on for a while), and going back to the idea of offering the course as a cMOOC. Going through OLDSMOOC I've gotten some good ideas about how to implement my own cMOOC.  I've been thinking a lot about the
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OLDS MOOC, week 1 thoughts

So... week 1 of OLDS MOOC is about to be done!When I signed up, I wasnt' sure what my participation level would be (so I didn't set hard objectives for myself). I did want to work on the MOOC as much as I could, given the constrains of every day life.  Week 1 wasn't bad.  I did create a cloud in CloudWorks to consolidate my own learnings and interactions in the MOOC in one easy to find place.
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BlendKit, Week 2 - Initial Thoughts

Yesterday I was reading the materials for Week 2 of BlenkKit, which are adapted from Handbook of Emerging Technologies for Learning by George Siemens and Peter Tittenberger†.  While the entire reading was quite interesting, what I latched onto were the roles of the educator in this chapter which consisted of:Atelier Learning (Seely Brown, 2006)Network Administrator (Fisher, nd)Concierge Learning
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OpenEd Evangelist - The Reaction

With the course almost over, I decided to undertake the OpenEd Evangelism badge.The requirements for the OpenEd Evangelist badge are:OpenEd Evangelist (Journeyman level, complete for 1 topic to earn the badge)Construct an argument by which you could persuade someone to adopt the topic as an ongoing practice. Your argument should include at least five elements (kinds of evidence), with references.Write
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Open Data (useful, but not useful?)

It's open data week on #ioe12! That being said, I am not sure that there is much to write about ;-)  I've heard of Open Data before, on the context of OpenStreetMap and Data.gov.  In principle I do agree that data should be open because this does enable people who want to use it in new and creative ways. It also allows for participation in creating better data.  For example,
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Open-Licensing :: The Expansion Pack

One of the things that we need to do for #ioe12 (to earn the "researcher" badge) is to provide some additional resources for three topics. This week I will be contributing some resources for the Open Licensing portion of the course.Scholarly ResourcesSawyer, M.S. (2009). Filters, Fair Use and Feedback: User Generated Content Principles and the DMCA. Berkeley Technology Law Journal. 24. pp 363-404.If
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Sharing of educational materials

Change11 is over...but the discussion is still going ;-)I was reading this post here by Jaap today and I started thinking (some more) about the subject.  Here are some questions (incomplete as they may be) to Jaap's questions:Do schools have a property right on educational materials that is made by teachers? (law)I am of mixed opinion on this.  In the beginning I thought YES! Of course they
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School wants to claim copyright over lesson plans

I came across this article a while back on TechDirt (quite a few comments on the techdirt take!) Now the idea here is that any material or intellectual property created by a district employee, with either indirect or direct support from the district, would belong to the district. This may sound like a good idea, but it is an inherently bad idea - and it's bad on so many levels.From a philosophical
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