Club-Admiralty

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

Are MOOCs really that useful on a resume?

I came across an article on Campus Technology last week titled 7 Tips for Listing MOOCs on Your Résumé, and it was citing a CEO of an employer/employee matchmaking firm.  One piece of advice says to create a new section for MOOCs taken to list them there. This is not all that controversial since I do the same.  Not on my resume, but rather on my extended CV (which I don't share anyone),
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Course beta testing...

This past weekend a story came across my slashdot feed titled Software Goes Through Beta Testing. Should Online College Courses? I don't often see educational news on slashdot so it piqued my interest. Slashdot links to an EdSurge article where Coursera courses are described as going through beta testing by volunteers (unpaid labor...)The beta tests cover things such as:... catching mistakes
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EDDE 806 - Post VI.III - The one with Sir John Daniel

OK, I am almost 'caught up' with the stuff I missed while I was on vacation (at least as far as 806 goes).  I remember receiving an email from Pearl indicating that Sir John Daniel would be presenting. Too bad the internet wasn't that reliable :-/  Oh well, thank goodness for recordings ;-)Sir John Daniel seemed like a pretty interesting  person, and very knowledgeable (with over 300
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EDDE 806 - Post VI.II - Attack of the Greeks!

Now that I am back from vacation (was off to Spain, but spent a little time in Istanbul on the way to and from), it's time to catch up a bit on EDDE 806. On the day that I was flying out to begin my vacation Alec Couros was presenting....D'oh!  I missed the opportunity to be live in that 806.  Not only was Alec on, but there was also a fellow EDDE student who is also Greek.  It would
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Academic literacy in another language

These past couple of weeks, along with some projects I am working on with colleagues, I am also trying to make some headway for my fall class, EDDE 805, which is the first of two doctoral seminars. From what I can see from the abbreviated syllabus (love that it's just posted on the web!) one of the assignments is an analysis of dissertations of people who are already doctors in our field.  The
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Getting my CALL on!

Εύρηκα! (eureka)There is nothing like a deadline to get you going - that's all I have to say!  A while back, like last January or something, a colleague asked me if I would be interested in presenting at an IALLT webinar on a topic of my choosing - it just had to do with technology and education.  I generally don't have a problem with coming up with topic to talk about, but this particular
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CLMOOC week 2 - the remixening

I wasn't particularly inspired by week 2 of CLMOOC...at least no muses were speaking to me. So cleared my mind    and went through CLMOOC's timelineon Facebookwith an empty mindand submerged myself in the stream. A posting by Stephanie Loomis popped out  -an articleon Hybrid Pedagogy.I read it. It was interesting. You should read it. I remixed the image.;-)Enjoy.
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Text-based blog...feels like forever ago!

It feels like forever ago that I actually posted something by text on the blog. This summer has been much more action packed than I had anticipated.  Between teaching, virtually connecting, and taking my own course, MDDE 702, there hasn't been a dull moment!I am actually quite happy that I ended up taking the refresher course on qualitative research methods. While the concepts weren't new to
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CLMOOC Intro

I decided to try something different as an introduction to CLMOOC this year.Wonder how long it will be before I go back to lurking :p
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When the MOOC dust settles...

A long time ago (in technology terms), in an academia very close to us, there were stories of professors who suspended their MOOCs, or decided rant in the class forums and ultimately to walk away because the MOOC wasn't what they expected, and we all (probably) rolled our collective eyes.OK, maybe we didn't all roll our collective eyes, but I remember thinking that the "participate or get the heck
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NRC01PL...anti-climactic ending?

It's been a few weeks since I wrote anything about the NRC01PL cMOOC that was running last month, and that I caught up a bit on and wrote a few posts about.  The final week of the course was labelled applications and extension, but I didn't see any content for the course posted.  Not that one necessarily needs content (I think the Rhizo MOOCs showed that), however you do need something.This
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What MOOCs can do for the traditional classroom

Back at the tail end of 2013 I had written a two part article, which I aimed to pitch to Learning Solutions Magazine. However, if memory serves me correct, the MOOC craze had been waining a bit, and corporate MOOCs weren't really talked much about; even today I would argue that corporate MOOCs are a non-starter - many seem to confuse and conflate a MOOC with self-paced eLearning.In any case, due to
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OLC - Dual Layer MOOCs

Here is the recording of the live session I was in where Matt Crosslin talked about the dual layer MOOC design.  I still question the notion of assessments in MOOCs :-)
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wrapping up this MOOC book...

Finally!  I've made it to the end of the book!  It only took me nine months to do so (a couple of chapters each month?) but it's finally done!  This will be my final review of chapters in Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future.  I was going to write two separate blog posts about this, one for each chapter,
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Non-transformational transformation

Chugging along (hey I can see the light at the end of the tunnel!) with my review of Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which started some time last year.  Today under the microscope is chapter 10, which is titled Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education.  The
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Deceptive Promises?

This morning, while commuting, I was able to read through another chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which I started back in August of 2015 (or somewhere there about).  This time I am reviewing chapter 9, which is titled Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education.  The
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Are MOOCs the answer?

With the semester (almost) over it's the return of the crankypants reviewer (hmmm... maybe I should get that as a badge and use it for all of my article reviews ;-) ).  Anyway, my goal this month is to finish reading the edited collection titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which I started back in August
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Siri, Alexa, Cortana...OK google - show me something to learn!

Alright, so here it is, week 6 of NRC01PL. Even though I am technically in the same week as everyone I guess I am still marching to the beat of my own drummer.  I wanted to join the live session on Tuesday, but other things intervened.  Oh well.The topic of this week is the personal learning assistant.  Hence my little callout to the four major virtual assistants (Siri for Apple,
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Gimme an El! Gimme a Pee! Gimme and Ess and an Ess!

What does that spell?  elp-ss-ss ;-) OK...well that sounded more funny in my head...Anyway! Week 5 of NRC01PL (last week! All caught up! yay!) was about Learning Performance Support Systems.  My first introduction to LPSS (a brief one at that) was in an instructional design course almost 10 years ago (if my memory works).  The funny thing is that we did talk about LPSS (without using
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PLE, the Learner, Open Learning, and...Academia

Moving right along with #NRC01PL - this is a (hopefully) short post on Personal Learning Environments, which was the topic of week 4 of NRC01PL.  Maybe this week I can actually catch up to this week's discussion (although twitter has been surprisingly quiet in this cMOOC). In any case, I love discussing PLEs because in order to meaningfully discuss PLEs we need to discuss the context in
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The curious case of the cMOOC

Moving along in NRC01PL, here are some reflections of what was presented in week 3 of the Personal Learning MOOC.  It's been rather busy at work, and at Athabasca as I am wrapping up my semester, so I haven't really gelled with anyone else in this cMOOC.  I think that the topic would be interesting to discuss in connectivist fashion, but I have not yet (satisfactorily) done any wayfinding.
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Content Knowledge vs Practice

Hey!  It's week 2 in NRC01PL!  Well... no, it's not, it's probably like week 5 or something, but I am working at catching up ;-)  The second week of this MOOC (which I've only now joined the Google Group) is on the Content/practice dichotomy. It's interesting because this comes up quite a few times in discussions in academia. The pendulum seems to swing from extreme to extreme.  Too
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MOOC Standards...what do these look like?

The case of MOOC standards (as well as MOOC sustainability) is something that keeps coming back to me as a topic of pondering.  I read about it in other blogs.  Then, I want to respond to some of these articles, and bounce off some ideas, but I lose motivation and decide "m'eh" - this topics isn't much of interest.  Then, a little while later, my interest on the topic rekindles.  I
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Seeking the evidence

In my quest to catch up on Pocket - before the news becomes stale, I came across this post by cogdog on seeking the evidence behind digital badges.The anatomy of the Open Badge include the possibility of including links to evidence for the skill that you are being badged for.    Of course, just because there is an associated metadata field available for people to use,  it doesn't mean
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Environmental aspects of learning

Classroom space, in second lifeA while back I really wanted to develop a course (for the instructional design program I teach in every now and again) on environmental factors of learning.  I know that the topic might seem nebulous but I think that's where the strength of the course would come from†.  We could examine not only technologies which we use to facilitate our learning (and
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Will MOOCs replace the LMS?

My apologies, in advance, if I seem rude.  One of my teachers in high school (maybe a few of them, in fact!) said that there is no such thing as a stupid question.  Perhaps this is true in the context of a classroom where if a learner (or group of learners) don't get a concept and they wish to ask a question to disambiguate.  Sometimes the questions we pose also demonstrate our understanding
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EDDE 806 - Post III - Presented by Musical Interlude!

Some nice artwork, no doubt by @merryspaniel :-)Time just seems to fly by this semester.  I don't know if it's because I am busy, or if (as the old saying goes) time flies when you're having fun!This past week we skipped the usual introductions and check-ins in 806, affectionately known by some as the therapy portion to the live session.  I actually didn't mind it considering that this is
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No more blatantly openwashing

I am a little behind the times in this breakneck-speed of development in the world of MOOCs, but some things (namely EDDE 804) have priority over the comings and goings of xMOOC providers. Close to a month ago IHE had reported in their quick takes section that coursera will remove the option of free for some of their courses.  Blink, and you may have missed it.  I also don't recall
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A way to visualize MOOC students...

Even though this semester is relatively calm, compared to last semester, I still find myself not writing as much as I think I would like.  I've set aside, temporarily, the book I was meant to have finished reviewing last October, on MOOCs, until the semester ends and I can focus on them a little more. One reason for the refocus of energies is EDDE 804. We are focusing on leadership in education,
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Why we collaborate

In a MOOC a long time ago, in an internet far, far, away, a rag-tag team of starry eyed researchers got together to research about MOOCs (hey, I've got to setup an interesting getting together story, otherwise how are we going to get a movie deal? ;-)  ).All joking aside, back in 2011 the 3rd MOOC I participated in was a MOOC organized by Inge de Waard called mobiMOOC. I participated as a member,
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Assessment in MOOCs

The more I read chapter in Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, the more I am starting to feel like Anton Ego from the animated movie Ratatouille ;-)  It's not that I am aiming to write harsh reviews of the stuff I read, but I kind of feel like the anticipation I have for reading some published things about MOOCs just
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eLearning, ePedagogy, MOOC MOOC!

Huzzah!  Half-way through Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future!  This time I am reviewing chapter 6, which is titled Learning Theories: ePedagogical Strategies for Massive Open Online Courses (MOOCs) in Higher Education.  The abstract is as follows:This chapter reviews various learning theories about e-pedagogical
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Internationalizing social work via MOOCs

First week of the new semester!  Last semester, with everything going on I decided to put off reviewing a book I told people I'd review, but for this semester I think I'll just forget ahead and get this done.  So, back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an
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MOOCs, facilitation, and sustainability

Just before my Athabasca semester starts I am trying to make headway in my Pocket 'to read' collection :-).  I had bookmarked this post by David Hopkins a while back where he asks for information about facilitation in MOOCs, and to some extent this runs into sustainability - something we briefly talked about in 2012 at UMass Boston when we hosted the MOOC sustainability symposium.In any case,
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Rhizo16 (planning) has begun...

...and along with it the usual cast of characters and their zany antics (picture a 90s cartoon here).The debate and brainstorming currently happening is how to welcome new members in a new MOOC when we've all started developing connections, bonds, and rhizomes together over the past couple of years.  Will anonymity work? New Groups? Delete old groups? Tea & Biscuits to welcome new members?
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The student's year-end-review

Socrates Badge, by @merryspanielIt's a bit hard to believe, but two years ago - around this time of year - I was scurrying to get my application into Athabasca University to have my application considered for Cohort 7.  The deadline for Athabasca's program is at the same time as the deadline for my department (January 15th), so I was trying to make sure that my recommendations were all in order.
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MOOCs and the Art Studio

Back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an IGI global title).  This time I am reviewing (a little) chapter 4 and jumping off from there.  The chapter title is "PMOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio
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Democratization of Education - How do you define this?

I've been trying to catch up with things I've saved in my Pocket reading list over the course of this past semester, and one of the articles (or blog posts?) came across was about how MOOCs have failed to democratize education, and given that this was one of the fundamental goals of MOOCs this is a problem.I don't think I know where exactly this goal, or rhetoric, about democratizing education came
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Professional Learning through MOOCs

Back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an IGI global title).  This time I am reviewing (a little) chapter 3 and jumping off from there.  The chapter title is "Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry,
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Quality of MOOCs?

Continuing on with the review of articles in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future today I have a chapter dealing with quality of MOOCsChapter 2 is titled Quality Assurance for Massive Open Access Online Courses: Building on the Old to Create Something New. The abstract tells us:Institutional
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Who's a teacher?

With the semester over, and the brain working on momentum, I've decided to capitalize on the spare brain-power, and time, to finally read a book that I agreed to write a review for back in the summer (yeah, I know - a tad bit late...). The book is a collection of articles titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an IGI
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What's the usual half-life of an intellectual interest?

Now that school is over, and grading is almost over for the course I am teaching this semester, I finally have an opportunity to go through and continue my quest to read existing MOOC literature.  I had started this past September reading a collection of articles in an IGI publication titled Macro-Level Learning through Massive Open Online Courses which I got electronically for a limited
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What's this about connectivism then?

Well, semester is almost over!  I think that I only have about 10 more days left in my 3rd EdD semester.  There must be a punchline joke here, but I am not finding it at the moment ;-)  Need some more sleep!That said, for the third assignment I decided to tackle a topic that I was fairly familiar with - connectivism.  My buddy for this assignment and I worked together to put together
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Gamifying Learning - EDDE 803 edition

It feels like it's been a long time since I've written here.  Well, still here, still alive, still cracking away at those books, and articles, and assignments for 803.  Initially, before this course started,I thought it would be a walk in the park given my background in instructional design.  Maybe that was my error.  While, content-wise, it is a walk in the park (given my background)
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Half-way there! Mid-semester tired thoughts.

Well, in addition to being Back to the Future Day (you know, October 21, 2015), I noticed that my count-down on my phone is telling me that it is also exactly mid-semester!  We have completed 44 days of coursework and there are 44 more days to go!  EDDE803 is progressing smoothly I would say, the internship in MDDE 620 is still pretty interesting, and the forums there are quite active. I
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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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Week 5 down... Week 6 here we come!

Time seems to be on fast forward these days.  Either that or I have too many things to do, and not enough time to do them in.  When did week 5 just end?  Time flies when you're having fun, and when you have a ton of your plate I guess.  The past couple of weeks on EDDE 803 have been relatively 'quiet'.  We haven't had discussion forums, and our live session was cancelled due
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Lurk on, dude, lurk on!

The other day, while catching up on my (ever growing) pocket reading list, I came across a post from, friend and fellow MobiMOOC colleague, Inge on MOOCs.  It was a rather on-the-nose post about MOOCs, learning, assessment, and the discourse used in MOOCs about learners. Concurrently I am working with a Rhizo team on a social network analysis post where the topic of 'completion' came up, and
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Participation somewhat achieved - lurking only partial (PSA-LOP).

I was thinking of CLMOOC, and more specifically my participation in it this past summer.  I still see some posts in the Facebook group for clmooc, which draw my attention to the MOOC that I really didn't participate in, and I have a look at the posting from time to time.CLMOOC (2015) in theory had all the raw ingedients for me to be active in a MOOC.  There were people there I knew
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Week 2 of 13 sort of done

If I think about it long enough...I would say that rubber has met the road, with week 2 of EDDE803 almost over. People have started being active in the course forums, interesting perspectives and illustrative stories are shared and discussed, and projects are in progress! This semester we are joined by two members of Cohort 6, who I think will be added to our cohort, and thus adding to the diversity
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MOOC Cheater! I caught you!

This past week the web was abuzz with new research to come out of Harvard and MIT on cheating identification in MOOCs, specifically xMOOCs hosted on the edX platform, but I suspect that any platform that collects appropriate analytics could see this used.  The title of the paper is Detecting and Preventing "Multiple-Account" Cheating in Massive Open Online Courses and it's an interesting read.
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It's the battle of the SPOCs!

"Fractured Spock" - by me and Net Art Generator, for #clmoocOver the past couple of years, since the silly acronym "SPOC" was invented to denote a course that was the antithesis to the MOOC, a Small Private Online Course, I've had issues with the acronym, and took exception to this new discovery on the part of schools that newly invented this form of education, considering that there are
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Ready for Campus Technology!

Well, the count down has begun for Campus Technology (and AAEBL) 2015 :-)  I am looking forward to this conference!  I just got a press release about the keynote speakers of the conference (pasted after this message).  The names are ones that I don't recognize, but the institutions seem pretty interesting.  I bet I will most likely have some snarky tweets, but I'll do my best to
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CLMOOC, week 2 - remediation

I've been thinking about what the post for the second week of CLMOOC, whose theme this week is re-mediation. I was thinking of several ideas, all of which require media skills beyond what I have (and what I have time to learn at the moment), so it looked like a busted week for me (even though I am quite comfortable being a peripheral member in this community).  Then, cats provided inspiration.Here
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Latour - Rendering Associations Traceable again - Part III

Drumroll please!  This is it!  The final Latour conversation (at least as far as his book Reassembling the Social: An Introduction to Actor-Network-Theory goes.  It's been fun, Latour, but I have a pile of MOOC articles that aren't going to read themselves (note to voice technology people. I need a computer to read things to me like Majel Barrett does in Star Trek - voice of the computer.
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Latour - Rendering Associations traceable again - Part II

Alright!  Just as #clmooc is starting, I am finishing off Latour!  Here is part 2, of a 3 part wrap-up on Latour's Reassembling the Social: An Introduction to Actor-Network-Theory. Once he discussed 5 uncertainties, now we're looking at re-assembling the social. Just as before, I've pulled one some quotes that made me go "huh!" when I was reading  the book (finished it a few weeks
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CLMOOC: un-introduction

I was walking to the train station yesterday, and my eye caught this.  My mobile phone's camera also caught it.  Was pretty pleased about it. Hey CLMOOC!btw - I signed up for the newsletter for CLMOOC 2014. I was wondering why I didn't get anything. Good thing I joined the Fb group and saw all these un-intros, otherwise I'd still be left wondering...
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Latour - Rendering Associations Traceable Again - Part I

Alright! This is the final countdown for Latour!  I've reached Part II of his book, which discusses the points of rendering associations traceable again.  This continuing exploration of Latour deals with and Actor-Network Theory (in case you didn't remember). I've selected quotes that got me thinking when I first read the book, and now I am providing some current reactions (2 weeks later)
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Latour: Firth Source of Uncertainty - Writing Down Risky Accounts

Alright! Here we are! I am continuing the exploration [and one-sided dialogue] with Latour and I have reached the fifth [and final] source of uncertainty. This first part of the book has tried to describe Actor-Network Theory by describing the negative space around it, by offering up metaphors and examples, and by giving some small snippets into what ANT is (or tries to accomplish).  As with
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Latour: The Fourth Uncertainty - Matters of Fact vs Matters of Concern

Continuing on the (one sided) conversation of ANT with Latour we have the 4th source of uncertainty which is Matters of Fact vs Matters of Concern.  I guess, starting off here, that one cannot debate matters of "fact" because they are facts and therefore immutable, whereas "concerns" are broad categories and the "answers" will most likely be in a state of flux. ANT is the story of an experiment
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Assessment of....?

Image from Flickriver, Brian HillegasA few days ago, and totally by stroke of chance, I happened upon a twitter discussion between @HybridPed,  @otterscotter, @actualham, and a few others.  I am not sure what the original topic was but I came in when they were discussing assessment. Do we assess learning or competency? Some regarded learning as transcending competency and some saw competency
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Rhizomatic Learning - The Practical Guide

Well, it's week 6, the last week of #rhizo15 that Dave will host. The topic of this week brings us back to the original topic of this rMOOC: A practical guide for Rhizomatic Learning. It's hard to really come up with something that encompasses the meaning and approaches  to rhizomatic learning  - heck, I am only now starting to "understand" it and I've only been really thinking about it for
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Post-Grades Assessments...and Grades...

I wrote (a few days ago) that I am re-designing  an introductory course in instructional design (see syllabus here).  In my assessment activities I've decided to go with a pass/not pass model.  There will still be something approximating traditional rubrics and categories for different things that learners need to address in each activity, but I am toying with the idea of doing away
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Latour: Third Source of Uncertainty - Objects have agency too!

Continuing on my exploration of ANT, and asynchronous and indirect dialogue with Latour - this blog post will cover the third source of uncertainty, which according to Latour, is that Objects have agency too! As with the previous blog posts, I've pulled out quotes from the book that seemed interesting, or that I reacted to in some way, and I am responding to them here. no tie can be said to be durable
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Latour: Second Source of Uncertainty - Action is overtaken

Continuing on the exploration of Latour and ANT, the second source of uncertainty according to Latour is: Action is Overtaken. To be honest a few days after I've read the chapter and copied interesting parts from it for this post, I am not really sure what that means... I had to look the chapter title up to make sure that I wasn't making a mistaken ;-)  As with previous blogIn most situations,
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Invasive species, echo chambers, and community: This week on Rhizo15!

I was going for a News show feel with that title. I don't think it came across.  The more I think about it the more I am thinking that video might satiate my dramatic tendencies - but that would take more acting talent and more time.  It's just text for now! If you have an idea for a name for a Mock News Show (like the Daily Show but for EdTech, drop a comment ;-) )So, week 5 Rhizo15 - this
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Goodbye Dave. Hello Dave.

Dave is really HAL, who is emulating DaveBusy week!  Just finished grading my current class, and finished the syllabus for my summer class.  Now the next stage in the course development is to create some instructions of the assessments, supporting materials, videos... oh my! I guess this is making me a bit late to this week's Rhizo Party on #rhizo15.  I have not read responses of other
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Learning Objectives...Subjectively learning...learning subjectives...

I originally intended to do this over the weekend as part of RhizoRadio, but other "to-do" items kicked in and we're back to good-ol' text. I am hitting the rewind  button (and you can't stop me), to go back to Week 1 of Rhizo15.  The topic of Week 1 (as we are about to enter Week 4) is Learning Subjectives.  When the topic came out my head was so steeped in EDDE802 that the topic didn't
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The king is dead! Long live the king!

This week in Rhizo15 we are talking about content.  RhizoDave (I think I've decided that's Dave Cormier's new nickname - or his superhero name) has asked us to stretch and pull the word "content" and see what we come up with.  The phrase "content is king" has already come up somewhere in Rhizo15 - it may have been on twitter or Facebook, but I guess that's just one of those phrases that
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Count THIS!

This is my mind at the momentI must admit, my attempt at a witty post title probably fell really flat.  Oh well, that's why I am not a comedian :-).  Out of the fire (EDDE 802) and into the Rhizome! This is technically week 2 (or is it week 3?) of Rhizo15.  Normally a cMOOC (or as others in the Rhizo14 gang have named Rhizo - an rMOOC),  there is a little disorientation to be expected,
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Some closing thoughts on EDDE 802

Snowed in? Reading about Research?Here's a badge for you!I suspect that this won't be the last post on my blog with the EDDE 802 label, but for the purposes of a final assignment in 802 this is my reflective last post for the course.  EDDE 802 was fun, but it was a challenge.  The content wasn't as challenging as the framing: being placed in the role of an impartial researcher, with a specific
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Institutional Affiliation or Itinerant Scholar?

Rebecca, the other, posted a question on Twitter on #adjunctchat, and later on wrote a little more in length on her blog about this question: What is the value in affiliation? More specifically:In our new world of adjunctification and alt-metrics, does an affiliation matter? Am I better to declare myself as an itinerant scholar than a scholar associated with a particular university? What is the value
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Humanizing online education: we're not just a bunch of robots

Captain Data (an android)End of another week.  Sometimes when I reach cognitive overload I feel like a stranded sailor - what days is it? where am I?  what did I do this week?  Did I learn this thing this week or last week?  Anyway,  I've taken some notes throughout the week so that I can discuss and summarize a bit things that made me think. So, I had discovered a MOOC,
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One more assignemnt down... One to go...

I am starting to feel like Jack Bauer in 24 as EDDE 802 progresses. 60 days down in the semester, and 25 left to go.  I can hear the clock ticking down...Assignment 3 was completed this weekend, a few days before it was actually due (thank you to Lisa for the peer review!).  It's a small assignment describing the conceptual frameworks that we are going to use for researching a specific research
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Rhizomatic Discussions!

Worlds have officially collided (either that, or the Rhizome has invaded my mind) ;-) This week is the beginning of Humanizing Online Instruction (or #humanMOOC) on the Canvas Network.  As is usually the case, I tend to lurk in more MOOCs than I can actually "complete†"in any given period.  Given my homework for EDDE 802, and my teaching work on INSDSG 684 (and let's not forget the day-job),
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Educational assumptions discussed (Part II)

Well, here we are, part II of educational assumptions.  That last blog post was getting long, so here we are! These are still some ideas about things I jotted down in the margins, highlighted, or otherwise reacted to when reading a recent research article on Open Praxis by fellow MOOC researchers France and Jenny. Despite my issues and concerns with the article, it's still worth a read so that
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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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RhizoResearch - some thoughts brought on by Sunlight and Shade.

It is a bit of an odd thing to admit, but ever since I started formal school again in order to pursue a doctorate the amount of pleasure reading has gone down.  Now, this is to be expected, time resources need to be allocated differently in order to meet the rigorous demands of a doctoral program.  That said, my pleasure reading was research articles anyway, so it's kind of hard to out down
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Semester half-point!

It feels a bit like I've had my nose close to the grind stone for the past few weeks.  I looked at my blog to see when was the last time I blogged about class, and it was close to 20 days ago.  In semester-terms I think that counts as "forever-ago".  To some extent it feels like a great weight has been lifted.  The first (of two) major papers is completed and delivered (awaiting
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You keep using that word...

Recently I read an article on Your Training Edge which aims to correct misconceptions surrounding MOOCs. The title of this particular post, and I guess myth that they tried to correct, was "MOOCs Aren’t Interactive, So There’s No Real Learning Taking Place". The basic idea in this misconception is really preposterous.  I don't know when interactive became synonymous with learning, but it is
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Ethically Gray Grounds, with an aftershow featuring the work of Literature Reviews

Remember this prof?This week has felt a bit like a slumber week in my research methods course.  I don't know if it's Old Man Winter and the snow he's dumping on us that's making me a little sleepier than usual, or if discussions on research ethics don't particularly float my boat.  I sure do understand the importance of ethics in research, but when it comes to internet research ethics (despite
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I dream of dissertation...

Week 1 of 15, of semester 2 of 8, of doctoral work is about to end!  The course that my cohort is focusing on this semester is a research methods course. Luckily neither I, nor it seems many of my classmates, are that new to research methods.  It's nice to have the group (or at least quite a few members of the group) exposed to the basics so that we can spend some time in critiquing and going
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Of MOOCs, online courses, content, and teaching - whoa, that's a lot!

Alright, being now back from my mini vacation, and back into the regular rhythm of work, reading, and very soon classes, I've caught up with a lot of my saved Pocket articles.  The one thing I saw is, still, the very schizo nature of MOOC reporting and commentary. This reminds me a bit of the headlines, back in the day on Engadget and other tech sites, about studies on cell phones causing/not
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MOOC thoughts closing out 2014

It's the final stretch of 2014! This makes it my fourth year in exploring MOOCs - boy does time fly!  When I started off with LAK11 I was really just looking for ways to continue learning for free.  While I do get a tuition benefit at work, this also involves standard semesters of 13 weeks, getting work-release time (since online learning isn't covered by the benefit) and retaining the motivation
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DALMOOC Episode 10: Is that binary for 2? We've reached recursion!

Hey!  We've made it! It's the final blog post about #dalmooc... well... the final blog post with regard to the paced course on Edx anyway :)  Since we're now in vacation territory, I've decided to combine Weeks 9 and 10 of DALMOOC into one week.   These last two weeks have been a little light on the DALMOOC side, at least for me.  Work, and other work-related pursuits, made
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DALMOOC Episode 9: the one before 10

Hello to fellow #dalmooc participants, and those who are interested in my own explorations of #dalmooc and learning analytics in general.  It's been a crazy week at work with many things coming down all at the same time such as finishing advising, keeping an eye on student course registrations, and new student matriculations, making sure that our December graduates are ready to take the comprehensive
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DALMOOC episode 8: Bureau of pre-learning

I see a lot of WTF behavior from learners. This is bad... or is it?Oh hey!  It's week 6 in DALMOOC and I am actually "on time" this time!  Even if I weren't it's perfectly OK since there are cohorts starting all throughout the duration of the MOOC (or so I suspect), so whoever is reading this: Hello!This week the topic of DALMOOC is looking at behavior detectors (types of prediction models). 
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Designing in the Open (and in connected ways)

Wow, hard to believe, but we've reached the final module of Connected Courses (and boy is my brain tired!).  I found out last week that there may be a slim chance of me being able to teach Introduction to Instructional Design (INSDSG 601, a graduate course) at some point in the new future. This is something that was offered to me a couple of summers ago, but being away on vacation at the time
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Attack of the untext - my own stumbling blocks

It's been a while since Rhizo14 ended, but the community is going strong! Facebook may not be as active (or maybe facebook is  hiding most Rhizo posts from my timeline...that could be it...anyway), but we are still chugging along with the collaborative *graphy. I can't call it an ethnography, or autoethnography because variables have changed.  Some of us decided to get together and write
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Questions about Co-Learning

What do you get when you mix connected courses, thinking about academia, and cold medicine?  The answer is a blog post (which I hope makes sense) :-) As I was jotting down my initial thoughts on co-learning in the previous post I completely forgot to address some of the initial thinking questions for this module.  Here are some initial thoughts on co-learning and how I would address these
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Active Co-Learning

I took a small hiatus from Connected Courses in the last module because everything sort of piled on at the same time and  I had little space to breathe.  Yes, I've been dalmoocing, so I guess everything is a choice ;-).  I guess that was my jump-out week of connected courses, and now I am dipping in again. I love the language of cMOOCs ;-)  The truth is that I've felt a little fatigued
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MOOCs in a nutshell (assignment for class)

One of the things that has been keeping me busy this semester has been my inaugural semester as a Doctoral student at Athabasca University's Center for Distance Education.  The semester isn't over yet,but I am slowly working at hammering out some assignments for the course.  I've tried to be pro-active so that I can get the foundational reading done early in the semester so I can focus on
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DALMOOC, episode 2: Of tools and definitions

My Twitter Analytics, 10/2014Another day, another #dalmooc post :)  Don't worry, I won't spam my blog with DALMOOC posts (even if you want me to), I don't have that much time.  I think over the next few days I'll be posting more than usual in order to catch up a bit.   This post reflects a bit of the week 1 (last week's) course content and prodding questions. I am still exploring
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The medium is the message, so pick your medium well

This semester I am helping out a colleague, and current M.Ed. student on the topic of MOOCs. He is taking a few MOOCs as part of his trying to grasp what it means to take a MOOC in order to create a MOOC.  Unsurprisingly, as is the case with most people, he's having some issues with Connected Courses because cMOOCs require the knowledge, and utilization of, certain literacies that we don't necessarily
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WWW literacies and the importance of self archiving

Here we are, week 2 of module 3 (so week 6) and half-way through the formal run of connected courses.  I spent most of last week catching up with stuff that was piling up in my Pocket account from previous weeks. In all honesty I wasn't quite sure what to make of this module.  Pretty much all of the things that were readings failed to spark my imagination, given that I had either read similar
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A more responsive final exercise for the PhD?

My own doctoral journey may have just started, but it's been a meandering path to even get to the start.  It's not the destination after all that matters but the journey. Eventually all doctoral journeys culminate in a dissertation.  For the longest period of time this type of writing was a bit intimidating.  After all, who's got the energy to sit down and write a document that's 100
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Δικτυακή ευχέρεια και εμπιστοσύνη στο ίντερνετ

Είμαστε λοιπόν κοντά στο τέρμα της δεύτερης μονάδας του Connected Courses, ένα ανοιχτό διαδικτυακό μάθημα (OOC) και η θεματολογία αυτής της μονάδας είναι η εμπιστοσύνη στον χώρο του διαδικτύου και η διαδικτυακή ευχέρεια των μαθητών,
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Can students opt out if you teach in Open Learning?

Siemens, 2014It seems like Connected Courses is the cMOOC that keeps on adding while we are in the process of conducting the course.  I think, based on my own personal experience, that this (the addition of "features" as the course is in progress) is a hallmark of cMOOCs ;-).Anyway, Discussion forums have been added to  Connected Courses, and a discussion cropped up on whether students can
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On Network Fluency

On the web, not one knows you are a ____________ (fill in the blank).  Connecting with the previous elements of trust, I am continuing my opening exploration of this module's second topic: Network Fluency.  The introductory chat is available as a YouTube video, and the discussion is on the topic of Social Capital and Personal Learning Networks.This subject of Network Fluency (or Network Literacy
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On Trust

Here we are, module 2 of Connected Courses, and the focal topics for these next two weeks are Trust and Network Fluency. This module we have a few webinars to watch, and there are a number of book recommendations. Truthfully I cannot make it through these books, as much as I would love to read some of them at the moment.  Too many other things happening to focus meaningfully on them. I guess I
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Critical Pedagogy: Intentions and Realities (Online Edition)

Back in September Maha Bali's post on Critical Pedagogy: Intentions and Realities hit the interwebs on the Hybrid Pedagogy site. It's something I've been thinking about writing an Online Edition from my own experiences teaching in an online environment.  It seems to be a bit slow on Connected Courses this week (at least as compared to last week, measured in blog posts), so this seems like a good
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Πρώτη εβδομάδα στο Connected Courses: γιατί;

Έχω πολύ καιρό να γράψω κάτι σε αυτό το ιστολόγιο στα Ελληνικά, η τελευταία φορά ήταν το 2012 για ένα άλλο MOOC (ανοιχτό διαδικτυακό μάθημα που έχει πολλούς φοιτητές) το οποίο είχε αρκετούς συμμετέχοντες που είχαν ως μητρικές
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Thoughts on teaching - provoked by Connected Courses

Wow, it's not even Wednesday noon (half-way through week 1 of module 1) in Connected Courses and the feed is buzzing with the title (and/or #whyiteach).  Quite interesting.  Lots of things saved to pocket.  I will most likely read through them this weekend ;-)  In any case, I joked on twitter earlier that I should write a post on why I don't teach (who knows, this post may evolve
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Appropriateness of primary materials? Thoughts on peer review

It's been a while, but I am finally (sort of) getting back to addressing some feedback that my colleague and I got on an article we are working on with regard to MOOCs.  My colleague, Zaharias, thought it would be a great idea to sit down and make an (initial) typology of issues around the development of MOOCs. The abstract was accepted for a special issue of a journal, but our final version was
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Ask why five times

Good ol' Zoidberg asking WhyBack when I was an MBA student, probably in a project management class, we were told that we should ask "why" five times in order to come to the root cause of the problem (I wonder why this is why kids seem to keep asking "why" incessantly ;-) ). It thus seems quite a propos that the first formal week (two weeks actually!) of Connected Courses are focused on Why we need
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Some ends, some beginnings, some ponderings, need coffee

This is an eventful week!  Online classes begin at my institution.  This is my first semester not teaching in a few years, so I will be pouring my time into the course I am taking, as well as any MOOCs I have time for. This week #whyopen ends, my course on Negotiation on NovoEd ends, and Connected Courses begins.  I thought I would write a few thoughts on the end of WhyOpen
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New Month, new MOOCs, new learning, more grazing?

September is here! New academic year has begun, the campus is again full of life (and lacking parking), and I am back to school as a student, this time at Athabasca University!  I am also looking forward to a number of MOOCs that are beginning this month, among them Connected Courses, which promises to be an interesting cMOOC.  Perhaps I am insulting the course by calling it a MOOC (MOOCs
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MOOC Completion rates matter?

A while back I came across a post by Martin Weller titled MOOC Completion rates DO matter. Because my Pocket account was overflowing with some great content (including this one), I thought it was high time that I read this article ;-).  In this short post Martin writes that completion rates do matter in MOOCs, taking the opposite view of some cMOOC folks. He goes on to tackle the analogy
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Educational Based Research - Part 1

Well, in a week I will be in Edmonton starting off my EdD in distance education at Athabasca University.  I know that most North American doctoral students probably don't think of their dissertation topic this early (I haven't even completed my first course), but I want to be pro-active and work on the thing while taking courses.  So, Rebecca's post on Educational Design Research (EDR) was
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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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The cost of Open

This past week on the #rhizo14 facebook group my colleague, and co-author, Rebecca Hogue posted a link to this TED talk by Shai Reshef on the Ultra-Low Cost University. This talk really bugged me for a variety of reasons. On the facebook group I wrote that I was angry when I saw this, but it was really more of a "WTF" reaction to the video.  More disbelief that the incredible amount of BS†,
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Academic publishing...ummm...yeah...

This past week I was able to attend Campus Technology and AAEEBL 2014 in Boston. I count myself lucky that I have two conferences every year that are pretty close to me (the other one being NERCOMP) that allows me to go and see some interesting presentations, engage with colleagues, and talk to vendors (and let's not forget the cool vendor swag ;-) ). This year, unfortunately, I didn't get an opportunity
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The perils of external rewards

A couple of years ago I was working on hashing out this idea of Academic Check-ins.  Think of it as Foursquare meets informal learning meets campus engagement meets alternative credentialing. A paper came out of that brainstorming with a proposal of what such a system might look like.  While working on hashing out some ideas I wanted to dive deeper into this concept of motivation, both internal
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#MassiveTeaching experiment falls on deaf ears?

Alright, #MassiveTeaching (or under its official name: "Teaching Goes Massive: New Skills Need") on Coursera is over, that's all he wrote (and then deleted, and someone else recovered). All joking aside, I decided to participate in the final assignment/test of the course which ultimately turned out to be a Level 1 evaluation. I've included the three questions in my previous blog post about this.
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You've been punk'd! However, that was an educational experience

It's now the end of Teaching Goes Massive: New Skills Required (aka #massiveteaching) on coursera. Well, almost, we still have a couple of days left. I guess that the lesson here is that we were (the "learners") were punk'd† by Paul-Olivier Dehaye of the Univerisity of Zurich.After that last blog post (and subsequent pickup of the post by George Siemens and others) Inside Higher Education and the
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The calm before the storm

xkcd comic from xkcd.com Being in my last few days of summer vacation for this summer, I've started thinking about all the things I have to do, and want to do, in my professional and school life. August is drawing nearer, and I have to buy some plane tickets to Edmonton, and also book a hotel room for my stay during the orientation week for my EdD program. I am excited, yet a bit "freaked out"; not
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MOOC on vacation: what does "completing a MOOC" mean?

View from Itea, Greece Some people bring a book on vacation (which I have) and others immerse themselves in the local culture (which I am also doing to some extent), but since I find myself lucky enough to be vacationing somewhere with fast wifi access I decided to continue to MOOC while I am on vacation from the day job. I honestly don't know how well the experiment will go, but I decided to follow
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An initial review of Udemy, from a student's perspective

Udemy is one of those platforms that frequently gets lumped into the "MOOC provider" category. Perhaps, these days, with the term being anything you want it to be, Udemy fits into this category.  Over the past few weeks I've been experimenting with their courses to see what Udemy is all about.  originally (a year or so ago), when I first went to Udemy I experienced sticker-shock.  The
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Two Future Learn courses down - some initial thoughts on the design and the platform

This spring semester seemed to be the spring semester for experimentation (then again, there is almost no bad time for experimentation).  I decided, among other things, to really give FutureLearn a try.  FutureLearn is still in Beta, so I guess I haven't missed a lot yet, but one of the things that  I think is really important when evaluating a course design, or even a platform, is picking
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Four weeks, Five MOOCs, One Open2Study experience

Last year when I put out the call for the Great Big MOOC Book, one of the submissions came from a colleague in Australia who is going to write a bit about MOOC experiments that they ran on the Australian Open2Study platform, which is sponsored by the Open University of Australia.  I had heard of the platform before, but I never really tried it out since I was testing out other platforms at
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Confessions of a MOOC connoisseur

Well, it's the end of the week (or the beginning if you are following Western conventions with the odd behavior of calling "Sunday" the beginning of the week), grading for my course, for this week, is done, and it's time to see what I missed on Rhizo14 while I was tending to other things. One of the things that we are putting together (in addition to the long autoethnography for #rhizo14) is this
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MOOCs as ephemeral entities

So, the other day I was at the NERCOMP annual conference.  I heard a few people speak (cool stuff), and I also got an opportunity to chat with people, and be a nosy eavesdropper on other people's conversations.   One of the things that came up, as has come up elsewhere in the past three or so years, has been the concept of MOOCs as OER and MOOCs as OCW.  We've actually seen this
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Blogging, Lurkers, and Schrödinger's cat

Alright, so I guess we are entering the final frontier of #rhizo14 here, with week 11.  Perhaps I should stop counting weeks and call this series of posts "This Week in Rhizo14" ;-)  Last week I missed some discussions on P2PU, which I've gone back and answered some questions directed to me, but I think this ends my formal mingling in P2PU for Rhizo14 and I will focus more one the PLE aspect
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Here come the lurkers!

Well, It's week 9 of Rhizo14 (or week 3 of the after party of rhizo14, depending on how you look at it.)  Last week we had a discussion on de-mobing teachers (I guess enabling teachers to not teach to the test?). To be honest I lurked a bit last week on facebook since the day job, the other work obligations, the DML conference (which was awesome!) and subsequent weekend food poisoning
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Planned obsolence - the end of #rhizo14

The end is nigh! The end is nigh! This is the last week of #Rhizo14. Of course, the end is probably just a beginning, but we'll cross that bridge later on.  In any case, the topic for this week is Planned Obsolescence, or as I would frame it: the culminating step of the metamorphosis of our learners from guided to self-guided life-long learners.Dave asks How do we teach ourselves into uselessness?
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The medium is the message...

The medium is the message...The medium is the curriculum... The community is the medium...The community is the curriculum!Well, we've made it to Week 5 of Rhizomatic Learning, and this week's topic shares it's title with the course itself!  The Community is The Curriculum.  Odd, to me this would have made a perfect final week (you know every end is a new beginning, circle of life learning
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Wrapping up the stupefying book week

This was an eventful week! Snowstorm, followed by several days of coughing, sneezing and all those other lovely wonderful symptoms of winter colds (or whatever it is I have).  This has made me fall a little behind on reading the contributions of fellow rhizotravelers, but hopefully I can slowly catch up on my Pocket readings.One of the things I came across this past week was a post by Tellio where
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What MOOCs Can Do for the Traditional Online Classroom (Part II)

Note: An MS Word or PDF version of this can be found here: http://www.scribd.com/doc/205135659/What-MOOCs-can-do-for-the-Traditional-Online-Classroom-Part-II Introduction2014 is upon us! We are now a couple of years from the big MOOC “explosion” in the news, and since we’ve gone to both extremes, too much optimism and too much pessimism, about what MOOCs can and can’t do, it’s now time to
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What MOOCs Can Do for the Traditional Online Classroom (Part I)

Note: An MS Word or PDF version of this can be found here: http://www.scribd.com/doc/205134044 IntroductionIt’s been a few years of extreme sentiments around MOOCs (Massive Open Online Courses). 2012 was proclaimed the year of the MOOC (Pappano, 2012). 2013 was the year that MOOC criticism was the new trendy or “in” thing (Rees, 2013). Perhaps in 2014 we’ll move away from such dichotomies and
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Books making us stupid?

Well, we've made it to Week 4 of #rhizo14, a full two-thirds done with this rhizomatic thing. But wait, if rhizomes are all middle with no beginning and end, what does two-thirds actually mean?I guess the topic of the week is the printed medium, and the overall question of "is Books making us stupid?"  The question brought up immediately the mental image of Homer Simpson, from the show The Simpsons,
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Uncertain thoughts on #rhizo14

So, week 3 is done, week 4 is upon us in #Rhizo14, and the topic for week 4 is undeclared. So, this is a good opportunity to maybe do a summation of last week.  However, as I was thinking about this topic I was a bit uncertain on how to proceed.  There were many things discussed, and many topics approached in facebook, P2PU and the various blogs.  I guess Jenny and I had the same issue
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MOOC Evaluation: Beyond the Certificate of Completion

NOTE: this is a report of the post I wrote for Sloan-C back in November of 2013.  I am reposting here as a backup.  The original can be found here http://blog.sloanconsortium.org/2013/11/18/mooc-evaluation-beyond-the-certificate-of-completion/ This coming January will be my third year of involvement in MOOCs. Questions have come up in the last year around the issue of why students “drop
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FutureLearn Corpus Linguistics course - first thoughts

Check, check. Is this thing on?Linguistics isn't generally considered a topic, like one of those sexy STEM courses, that everyone talks about when they talk about degrees and fields to study for job related purposes. For this reason we haven't seen a lot of linguistics related MOOCs.  Last year we had the Virtual Linguistics Campus offer three MOOCs using their own approach to teaching MOOCs which
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Embrace Uncertainty (by declaring something?)

So, we've entered the half-way point of #rhizo14.  The original  topic title had something to do with Declaring your Learning. This of course brought on memories of jokes of airports and questions like "anything to declare?" and smart-alec responses to this question.  Declaring is also Stage 3 of a success in a MOOC, so I guess it made sense in a way that this was during week 3.  That
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Enforcing Independence

Well, this week has been particularly crazy, with a couple of days of snow making things pile up at  work, and with a presentation this past Friday on international education at NERCOMP, it means that I've been behind a bit (compared to where  I thought I would be) on blogging for #rhizo14.  I have been keeping track of the facebook discussions, so I think this week I'm consolidating
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Templates are killing creativity

Cookie cutters: detriment to creativity, or fuel to the creative fire?Last week, while I was updating something on LinkedIn, I saw one of my colleagues post a link to a post by the eLearning Brothers called The Top 10 Best eLearning Game Templates. I am generally not a fan of such list-posts, but every now and again I come across something really interesting.  I usually don't teach courses on
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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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Cheating as Learning

Alone in the Dark (DOS, Mac System 7.5)So I'm back to another cMOOC arena, yay!!! Just by chance I came across a Rhizomatic Learning  course offered by Dave Cormier (of MOOC fame), and the course is called Rhizomatic Learning - The Community is the curriculum. The course spans six weeks and this first week was simply an introduction, but as far as intros go, this has been quite a busy week! 
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A few years worth of MOOC coverage...what does it tell us?

Back at the end of 2011 I started collecting research on MOOCs, pieces from Inside Higher Ed and the Chronicle, "news items" from other popular media outlets (like wired.com and forbes) as well as blog posts from certain notable people who commented a lot on the subject of MOOCs.  The idea was to spend a year (2011 to end of 2012) and see not only what the research says, but also what the sentiment
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Pretty nifty 3D surface

I came across this in an article talking about the Stanford Remote Lab. Pretty nifty!  I wonder what this might mean for online education (of various sorts) ten years down the road.
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Udacity a lousy product? Perhaps...perhaps not...it depends.

Just before the spring semester starts and I start getting really busy with the day-job, teaching my class, working on a couple of conference presentations and working on the FutureLearn course on Corpus Linguistcs, and P2PU course with Dave Cormier, I thought I should really jump into a couple of Udacity course offerings to give the platform a real try out. In years past I stayed away, as a learner,
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2013 MOOC Learnings

Apple's Clarus the cowdog;and his "moof" 'barkWell, it's the end of 2013 and it's been a MOOC-kinda year, so before I head off for a small break (which is probably going to involve a lot of MOOCing), I thought I should write a summative post for my year's exploits in MOOCs.2013, other than it being the year of the Anti-MOOC (according to some) was really the year of the xMOOC for me.  I participated
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MOOC Participants who liked this post, also found this useful....

Jeeves will point you to the right discussion forumA couple of years ago when I was putting pen to paper and I was working on my Academic Check-ins paper I was doing some more research into recommender systems, you know the systems like the ones that they have on Amazon.com and Netflix whereby if you rate a certain product in a certain way, or if you view certain products, more recommendations come
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#edcmooc - A chat with Prof. Eliza

I was thinking about what to create for my digital artefact for EDCMOOC.  My initial thought was to create a sample dialogue between a fictionalized EDCMOOC student and Prof. Eliza.  Prof. Eliza would be, of course, based on the the venerable ELIZA computer therapist program. I could then go in and modify the specific psychotherapy lines with something specific to education.In the faceless
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SPOCs are illogical

Angry Spock (Star Trek reboot)OK, OK... the title was easy pickings but this article is quite serious.  I've chosen to ignore, for the most part, the whole idiocy of the term SPOC (small private online course).  SPOCs are really just "regular" online courses, as I've written in my one other post about SPOCs. It bothers me that there is so much revisionist history around the topic of "traditional"
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#edcmooc - Where do you want to go today? Build that bridge to your utopia

So, we are at the end of Week 2 of #edcmooc and we are wrapping up the unit on Utopias and Dystopias, and everything in between (because thing is really that black and white). As with the week before there were some videos to watch and think about. I think that the no-lecture-videos format works well.  I like to see what people do with certain conversation starters and where they go with them.
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Some Mid-Week #edcmooc thoughts & reactions

Take one blog, mix with others, add own thought and see what happensOver the past couple of days I've been reading what fellow participants have contributed to the blogosphere on #edcmooc.  I've watched the week 2 videos (more on that in post during the weekend), and I am slowly reading (or re-reading) some of the food-for-thought articles posted for week two.To keep things manageable, I decided
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#edcmooc: One man's dystopia...

Seems like Week 1 of #edcmooc is now done, and I've read (or in some cases reviewed) the readings and videos that they had posted as resources for Week 1. During the Week 1 live session recap and discussion there was an indication that there were 20,000 registrants for the MOOC.  I'd be interested in seeing how many of those 20,000 follow through and "complete" the MOOC, whatever "completion"
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EDCMOOC - Perhaps 3rd time is the charm?

A while back, when #EDCMOOC was getting setup for the first time, a fellow colleague, co-author, and member of the MobiMOOC research team, recommended the E-Learning and Digital Cultures MOOC offered by the University of Edinburgh. I think the school was his alma matter and he had good words to say about the organizers. This is always a plus.Well, first time around I was too busy - I think I was actually
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Let’s Learn from MOOCs and Recapture the Microphone

Quite a few topics have been twirling in my mind these days but nothing was really solidifying until I read the following three blog posts in my pocket account in at the same time:It’s Time to Redirect the Conversation about MOOCs - by David CillayMOOCs make waves in higher education worldwide - by Karen MacGregorMOOCs and Online Learning #wweopen13 - by Rebecca HogueThey are all interesting reads,
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