Club-Admiralty

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

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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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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Higher Education questions - 7 questions

It seems that Inside Higher Education is playing a game of 7 questions. I thought that it would be interesting to respond to these when I has little more brain space to write some more in-depth answer instead of "agree or disagree" which was the original prompt.  These might very well fit into my Educational Leadership course now that I think of it.  So the questions are in italics, and my
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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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What's the point of (higher) education?

With Campus Technology behind us, I've got some free time to compose some thoughts on what I experienced this year in Boston.  I like going to Campus Tech each year as I have an opportunity to attend some sessions, see what the EdTech vendors are up to, and meet with new and existing colleagues.  One of the keynotes this year, by SNHU (Southern New Hampshire University) President was really
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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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Motivating faculty to teach online....errr...coming again?

It seems like I am living in a time-warp this semester :)  I had saved an article to read, and respond to, titled "Motivating Faculty to Teach Online" that was published in Inside Higher Education. I could have sworn that I saved this back in the fall at some point, but looking at the date it was earlier this month. I am not sure if time flowing slowly is a good thing or a bad thing.  In
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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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Online Doctorates, degree designation, and misunderstanding of what it all means...

Happy new year to all! The other day I was catching up on some reading in my Pocket account when I read an article in eLearn Magazine about online doctorates. I feel like I should have a grumpy-cat image on this blog with a big "no" on it since there were a number of things that seemed really wrong to me about this article. Some of them are probably the author's interpretation, or way of explicating
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Un-Fathom-Able!

Some Friday homework posted here.  I was listening to Audrey Watters's keynote address at CETIS a few weeks ago and I thought this would make some good material for thinking and a critique - so here it is.  Your thoughts?Watters, A. (2014, June). Un-Fathom-able: The Hidden History of Ed-Tech. Keynote presented at the 2014 Center for Educational Technology, Interoperability and Standards
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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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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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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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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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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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Insert Column Name Here

For a while now I've been thinking of having a Weekend Column on here, something to give my blogging a little more regularity now that I am MOOCless (until the fall anyway) and not reflecting as much on the learning experiences in various MOOC setups.  I was going to have a "ID Stuff: Tin Foil Hat edition" (or "Cynic's Corner") column after I read this article (Who is driving the online locomotive)
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MOOCs: What's YOUR audience?

Since I returned from vacation I've been catching up on news that happened while I was away, and listening to podcasts from May that I had downloaded to take with me to listen to, but due to the hustle and bustle of vacation, I ended up not listening to anything I downloaded.  I was listening to a podcast from NPR's education feed when they were reporting on MOOCs and certain school's apprehension
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On xMOOCs, autodidactism, design and the banking model

So I am back from vacation, and onto the MOOC path again. I am not sure if vacationing has made me a little less interested in MOOCs (and more interested in things like sitting on my deck, drinking coffee and reading a good book), or if the glut of xMOOCs, the commercial rush for people to make LMSs for them, and the elitism of certain providers as to which institutions can join their club. All of
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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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All MOOCs are online courses, but not all online courses are MOOCs...

Seems to me, that even though I dropped the Logic Course on coursera (loved those two professors by the way!), Logic is back to haunt me ;-)I came across a blog post the other day through my RSS reader, which stated the following:As massive open online courses (MOOCS) have exploded in popularity educators are coming under increasing pressure to make an effective use of the new technology. To help
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Last week of Blendkit2012!

Here it is! The final week of BlendKit2012! I know it is only a 5 week MOOC, but it seems to have gone by pretty quickly! The topic of this week, as with any well designed course, is evaluation - or: how do you know that your learning intervention (in this case designing a blended course) has worked and your learners walked away with the knowledge they need to be successful. The reading this week centered
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cfhe12 - week 2: when world colide!

After a tittle like that, I feel like this blog ought to have a theme song ;-) Is this too dorky? Not dorky enough?  Chime in through the comments :-)In any case, it's Week 2 of #cfhe12 and the topic of the week is New Pedagogies: New models for teaching and learning. I find it interesting (and ironic) that Blended Learning and Online Learning are considered "new pedagogies" and "new models."
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BlendKit - Content & Assignments

We are now in Week 4 (of 5!) of BlendKit2012 and the subject of the week is content and assessments. The questions to ponder for this week are as follows:In what experiences (direct or vicarious) will you have students participate during your blended learning course?  In what ways do you see these experiences as part of the assessment process? Which experiences will result in student work that
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BlendKit - Assessment

 It's week 3 of 5 in BlendKit2012, and this week's readings are on the topic of assessment (a pretty important topic if you ask me!). Thus far the contributions of my fellow participants have been pretty interesting to read as well (keep it up! :-)  ). In any case, this week's readings give the reader a quick overview of the testing types that an online environment affords, talks (briefly)
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Blendkit, I am flipping the tables on you!

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
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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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Blended Learning, and Distance considerations

This morning, while commuting to work, I was catching up on some blog posts from fellow #blendkit2012 participants and I came across a blog post titled Is blended the same as half-distance? but Andres Norberg. I was originally just going to comment on the blog post itself, but the response was getting quite lengthy, so I converted into a blog post.Anders asks: If traditional face-to-face education
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Putting on my administrator cap: online vs on-campus enrollments?

This week I started a 2-week (online) workshop from the Sloan Consortium on Implementing the Quality Scorecard for the Administration of Online Education Programs. So far it's a pretty interesting course, and I've read through the reading materials supplied by the workshop facilitator.  One of the things that stands out, and this makes sense, is that an academic department can't go at it alone.
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Week 1 Recording of BonkOpen viewed - interesting

One of the things that participants need to do in #bonkOpen in order to receive a badge for being part in this MOOC, was to attend (or view the recording of) each weekly live session. I've said it before, and I will say it again: I am not a fan of synchronous conferences; I just don't like sitting there for an hour...or two...or three...listening to people do their thing.  I prefer my visual
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Campus vs. Online: fighting in the family

Last week I was a virtual attendee at the annual Sloan-C conference. It was fun and educational enough to spend 3 days watching live streamed sessions, and a saturday catching up on some recorded ones. The recorded ones are not as fun since you don't have the twitter stream going :-)  In any case, I was watching the session on State Perspectives on Online Education and it seemed to me that there
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Evaluations in MOOCs

Since Week 8 of Change11 has yet to start (materials seem no where to be found) I thought it would be worth going back and commenting on my previous post on MOOC summative evaluations. The question posed by Alan Selig was how to get summative evaluations from MOOC participants when you have dip-in-jump-out model for most MOOCs; I say most because at least the language MOOC I will be
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On the importance of orientations

My first blog post for the UMass Online blog is now live, check it out hereI think I may have approached the subject here before, I don't really remember, but orientations are, I think, pretty important when you are entering an academic program.  It really sets the tone for the program, both in term of curriculum and all the administrative minutiae that we as students have to deal with (and if
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The future of e-learning is social...

I don't rant often...or rather I hope I don't rant often, however I think this will be a a ranting post. I was reading Jane's e-learning blog, specifically a post on how the future of e-learning is social.ALL learning is social, at least all the learning had in a school, with an instructor and other students in the room. Recently I keep hearing about Web 2.0 and social learning and it amazes me to
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Convicing others to blog - or not

I recently came across a blog post on engaged learning dot net called convincing others to blog.I read it and I found it quite interesting. As someone how's got four blogs already, I know that there is value to speaking about things you like and topics where you may be a subject matter expert. The time commitment to blog is not very taxing. If you know what you are talking about you can write a blog
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Instructional Strategies: What Do Online Students Prefer?

I read this study on the Journal of Online Teaching and Learning recently and it brought back memories of my two online classes last summer, and of the courses that friends of mine had to take online at other colleges and universities.Based on this input, I know what my preferences are for online learning:1. The class needs to be asynchronous. If I have to be in Wimba (or other teleconferencing tool)
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