Educational assumptions discussed (Part II)
Sun, Mar 15 2015 17:00 | #altcred, #rhizo14, activeLearning, cMOOC, community, courseDesign, INSDSG, INSDSG684, learning, MOOC, podcast, teaching, xMOOC
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
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
Blendkit, I am flipping the tables on you!
Wed, Oct 3 2012 17:30 | #blendkit2012, blendedLearning, courseDesign, instructionalDesign, mLearning, onlineLearning, SloanC
BlendKit, prepare to have your mind blown!OK, I am a exaggerating a bit, but I am going to come to this MOOC from a non-traditional approach. I've been thinking about the DIY activities, and I have to say that the DYI tools (4th column, DIY project deliverables) are pretty nifty; not just for blended learning, but also for instructional design purposes in general. Now, I don't think I will have a ton