Club-Admiralty

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

It's the end of the MOOC as we know it, and I feel...

...ambivalent?  I am not sure if ambivalence is the word I am going for because I am getting hints of nostalgia too.  Perhaps though I should take a step back, and start from the beginning.This past weekend two things happened:The first thing is that I've completed reading full books as part of my literature review for my dissertation, and I have moved onto academic articles, articles I've
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MOOC CPD & SpotiMOOCdora

Last week (or was it two weeks ago?) I did my rounds on coursera, edx, miriadaX, and futurelearn and I signed up for a few new MOOCs.  I had also signed up for a course that a colleague was promoting on Canvas (innovative collaborative learning with ICT), but I've fallen behind on that one, not making the time commitment to participate.  The list of missed assignments (ones that
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MOOCs as admissions considerations

It's been a while since I've sat down to blog (with the exception of my brief postings last week).  I guess I've had my nose firmly planted in books (physical and digital) trying to get through the reading components of my dissertation proposal so I can sit down and write. I tend to find (for me anyway) that having a bit more of a complete picture in my head as to what I want to write about cuts
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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DALMOOC, episode 1: In the beginning

Alright, I guess it's time to start really committing some braincells (and time) to DALMOOC, the Data, Analytics, and Learning MOOC that started last week on EdX.  I wasn't going to attend this MOOC, to be honest about it, but seeing that George Siemens was behind this, I knew that there was an experimental aspect to it. Learning analytics is not new to me, my first MOOC (cMOOC) in fact was LAK11
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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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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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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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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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Social Experiment? Learning Experience? Tempest in a Teapot? Coursera's recently under-reported soap-opera.

Well, I am not quite sure what to make of this just yet, but I am keeping an eye on the situation to see how it gets resolved.  What situation am I talking about?  The seemingly under-reported (or not reported at all) situation happening in the course Teaching Goes Massive: New Skills Required, which is offered by Paul-Olivier Dehaye of the University of Zurich.  I have to say that initially
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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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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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Attention splitting in MOOCs

The other day I caught a post by Lenandlar on the #Rhizo14 MOOC which is over, but we amazingly are keeping it going.  At the end of his post on motivation that I wanted to address, since they've been on my mind and they've come up a few times in the past week.Are MOOC participants in favor of shorter or longer videos or it doesn’t matter?  I can't speak for all MOOC participants, I can
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After Action Report: One more coursera from Amsterdam down; first Miriada complete. What just happened?

Last week was the last formal week of #rhizo14.  Even though we crazy lunatics have taken over Dave's P2PU course site and are continuing the course on our own (for now), life goes on and other MOOCs start and finish.  This week was the week I completed the Introduction to Communication Science from the University of Amsterdam, and the course Diseño, Organización y Evaluación de videojuegos
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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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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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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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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 - 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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Video Games and Learning MOOC - process throughts

Over the past few weeks I've been dabbling with a course on coursera designed by two professors from UW Wisconsin.  I didn't realize who they were (Squire and Steinkueler) initially, but at the "course" progressed I realized that I had read some of their work before when I was reading about video games and learning.  An added benefit was that there were some guest appearances by Jim Gee,
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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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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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Critique of Making your own Quasi-MOOC

With three MOOCs done (only undertaking one now), I have a little more time to go through and read what has been piling up in my Pocket account.  Now, over the past couple of years there have been a number of articles on building your own MOOC, from a variety of people.  Some in publications like Learning Solutions Magazine, some in eBook form, some in in Blog form.One of the blog-form posts
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1 week, 3 completed MOOCs, 1 MOOC Experience Reflection

Online Games & Narrative Course LogoLast summer, when I signed up for these things, I really didn't  keep proper timing of the courses I signed up for, because I was signed up for three concurrent MOOCs, while working a full time job, and messing around with other interesting things (MOOC related).  In any case, after several PACKED weeks, three MOOCs are done, and I have some thoughts
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Great Big MOOC Book - CALL FOR CHAPTERS - EXTENDED

**** CALL EXTENDED FOR DEVLEARN & OTHER CONFERENCES ***Call for Chapters & Illustrators: The Great Big MOOC Book (version 1.0)EditorsApostolos Koutropoulos (University of Massachusetts Boston).Call for Chapters & Illustrators Proposals Submission Deadline: November 15th, 2013Full Chapters Due: April 15, 2014Revision Submission Date: August 1st, 2014Introduction This book will
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MOOCs to the rescue! (in lowering tuition)

I wish I could find a caricature of a personification of a MOOC as a super hero. It would fit really well in this post :)  I was recently reading a news item on the washington post titled The Tuition is Too Damn High, Part IX: Will MOOCs save us?I have to say that it's amazing to me that Khan Academy is still included in the MOOC category even though Khan Academy isn't really about MOOCs.
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Discussion forums in MOOCs are counter-productive...well, sort of...

The other day I was reading this blog post on why MOOC forums are counter-productive.  I was really thinking hard about this and my initial inclination is to agree. Forums, in MOOCs, are counter-productive. But, as with most things in life, there is a big asterisk here.If we look at how MOOCs are setup, and by MOOC here I mean xMOOC since that's what most people think of, the discussion board
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Say hello to SMOC (another pointless acronym ;-) )

A SmockThe other day an article came across my radar with the title "Don't Call it a MOOC." Well, of course, I really had to read it because it kind of sounds like MOOC is an insult, so don't insult a course by calling it a MOOC ;-) As if MOOC isn't a bad enough acronym, UT-Austin somehow found a worse one, SMOC (pronounced "smock").  So, what is this SMOC, other than a poor, and unnecessary acronym?Basically,
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MOOCs in Higher Education - Must resist feeding trolls...

Happy Labor Day everyone!The other day I was going through my two Learning Solutions Magazine articles to see if there were any comments (Part 1 and Part 2 here) that I might be able to address.  I think it's great when people engage with the reading material on the web in a constructive way, it helps everyone expand their knowledge a little. That said, the comments weren't that many, and they
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More uninformed opinions on MOOCs - and my take on them

The other day, through some source I came across this "4 downsides of MOOCs" from LearnDash. I should have known better than to read a vendor's blog, but then again sometimes they surprise me.  Anyway, the blog post seemed like link-bait because the downsides of MOOCs do not really seem that thought out. They are more reactionary than a deep pondering if the medium. So, here are my 2c on the issues
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MOOC Hype...disruption...and more acronyms - oy!

Now that my fun (and educational) little excursion to the world of the Ancient Greek Hero is over, I am more energized to go back into the world of the reportage and punditry around MOOCs.  I am not all caught up yet, but I did go through enough articles to have some thoughts on the news that has transpired over the last couple of months in the world of the MOOC. First of all, more Acronyms.
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First EdX (classics dept.) course done!

It's been a while, but I have completed the course.  I don't know if EdX considers me a "completer" but I got what I needed from the course ;-)  That said, the course I started back in the spring was The Ancient Greek Hero, offered through EdX (HarvardX in specific).  I had been looking for an EdX course to take so I could evaluate the platform and the pedagogy, but most of the topics
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MOOC that MA!

I was reading this article on Slate the other day about Georgia Tech's MOOC based MA in Computer Science which will cost around $6,000 for those interested in taking part in it. Even though Georgia Tech's Online Education MOOC crashed and burned, I am really curious to see this launch and succeed. If this is the program they are thinking of going full MOOC on, I think it may just work. Why do I think
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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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Pre-vacation xMOOC thoughts // assessment and availability

In a few days I will be leaving on vacation, so I won't be MOOCing...or at least I won't be MOOing.  I have downloaded textual materials on my iPad, and I plan on getting a local SIM where I go to keep up with my RSS feeds (until Google Reader decides to kick the bucket).  I thought it would be a good idea to write a few thoughts while I have a hardware keyboard in hand.First up, edX and
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is MOOC the new "digital native"?

Last weekend one of my friends emailed me one of his Pocket readings in which the link between Second Life and MOOCs was made (i.e. is the MOOC the new Second Life?).   I must admit that I laughed at this because I never found Second Life particularly useful, whereas I do find MOOCs pedagogically intriguing.  The whole disruption aspect is up in the air still for me.I was excited to see,
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Language MOOCing

This past week, crazy events in Boston aside, two new MOOCs began: LTMOOC, on Blended Language Teaching, and the Phonetics and Phonology MOOC from the Virtual Linguistics Campus at the University of Marburg.  The Edx course on the Ancient Greek Hero took a hiatus week to allow people to catch up.  I am still sticking to the Ancient Greek Hero course, and I did try to catch up with the scrolls,
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MOOC certification, and a little more on Self-Paced MOOCs...

Last week I got an email from the MOOC guys running the VLC MOOC, and one of the topics was in the email was all about the certification process. In going through this MOOC (really a self-paced eLearning course, but more on that down below), I would like some sort of proof that I went through it (just in case someone asks), but by and large I really don't care for certification for individual courses.
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First edX MOOC - Week 4 thoughts

I was looking over edX for a course that I could take out of interest, but also something that I could use to evaluate the pedagogy employed, as well as the platform (LMS) itself.I came across the Ancient Greek Hero, and since I never really did any classics in college, and the last time I read the Iliad was in 7th grade when I was in Greece, I thought that this would be a good chance to kill
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SPOC?...another facepalm moment

OK, it's early in the morning, and I am reading my news, so I am generally going to be crankier, or more prone to have a "get off my lawn attitude," but this is just ridiculous.   The most recent facepalm moment in the world of education comes from somewhere near Cambridge, MA where a local MOOC platform is getting its start. I was reading a story on Inside Higher Education while coming to work
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Aboriginal Worldviews and Education

We are almost there!  The course Aboriginal Worldview and Education is almost over! It's one of the few xMOOCs that survived the great course purge of late 2012 (courses that I decided to drop before they started because of my time commitment issues in March). When I signed up for the course I thought that the course was about Australia and New Zealand since I had only heard of Aboriginals in
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The end of #oldsmooc

Hey! Another MOOC is done! The MOOC I am referring to is OLDSMOOC, and it will go down as one of the better MOOCs I've attended ;-)  When I signed up for the MOOC, I did so for two reasons:I wanted to learn more about Learning Design (seemed like Instructional Design going by another name).I wanted a cMOOC, damn it! :-)Don't get me wrong, there are some interesting courses on coursera but I don't
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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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MOOC Fail: Tempest in a teapot edition

Last fall, when I was on an xMOOC-binge, I decided to sign up for a MOOC called Fundamentals of Online Education: Planning and Application (#foemooc). I knew the subject matter, but I decided to participate so I can compare notes. After all, I am teaching what is the same course online this semester in a non-MOOC format. I was also curious how it would be done in a MOOC format because I've been thinking
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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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Failing a MOOC, learning analytics, and changing gears

In my most recent blog post I wrote about the lecture and how it's not the most important part of the xMOOC. I have to say, that as far as I am concerned, I failed the Think Again course.  My 2 quiz score average was 65%.  OK, this may not be failing, after all there were 2 more quizzes left, where presumably I could have done better and raised my average to something I liked,
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It's not about the lecturer, stupid!

Up until yesterday I was in the course "Think Again: How to Reason and Argue" on coursera. I decided to drop the course (more on this in a subsequent post), but my decision to drop the course was partly based on my free time to devote to this course, and the assessment factors currently available for math and science (and logic is a Math course for me ;-)  ). I was conversing with one of my colleagues
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Slow down, smell the roses

Happy New Year to all!2012 was, as most people might argue, the year of the MOOC.  While the xMOOC (coursera, udaciy, edX, and Canvas Network) enjoyed most of the limelight, some traditional MOOCs (cMOOC) have also gotten some notice with the publication of research articles. One of the things that really took me by surprise was the massive amount of coverage that MOOCs got from everywhere! It
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The Sustainability of MOOCs

Just in case you missed it the other day, here is the link for the stream (which was live, but now should be available to stream) for the CIEE and USDLA sponsored event on Sustainability in MOOCs (in which I was a panelist ;-)  ). The event was quite interesting and this was my first panel discussion - where I met quite a few interesting people!In any case, if you see the stream you will see two
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One more MOOC down - xMOOC experince grows

One more MOOC is done! A coursera xMOOC to be more precise called Design: Creation of Artifacts in Society with Karl Ulrich from UPenn.For this course I took the "auditor" approach to participating in the course. I did listen or view (or listen and view) all the lectures, and I did poke around the assignments, but never bothered to submit any of them.  I did enjoy Karl Ulrich's presentations,
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MOOC Exploration continues, with the Canvas Network

One of my friends and colleague works for Canvas now, and we happened to be at the same NERCOMP workshop when news of the Canvas Network hit the wires.  Honestly, I've been so MOOCed out recently with all the MOOC coverate and punditry that it's not easy to keep up with all MOOCs all the time. And, to be honest, if you want to really assess a MOOC strategy, my feeling is that you need to be a
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What's a credit worth?

This week I am starting my 4th coursera course, offered by Duke University called Think Again: How to Reason and Argue. I signed up mostly because I was intersted in the topic, but as a nice side-effect it allows me to continue to be exposed to a variety of MOOC "accreditation" schemes.  This particular MOOC offers statements of accomplishment on two tiers:Statement of AccomplishmentStatement
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HCI Course done!

Along with CFHE12 ending, this is the last week of the Human Computer Interaction course on Coursera.  This course was mostly a review for me considering that I had already taken an HCI course (grad level) back when I was doing my BA in computer science and I wanted a refresher.This particular course had 3 levels of participation, and I opted to participate at the lowest level which was to watch
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Leadership isn't about "me too"s

Yesterday, while commuting, I had written a longer post about my MOOC-coverage fatigue.  It seems as though MOOC coverage has gotten out of proportion and it's spilled over to other non educational news outlets that I frequent, where I go for non-educational news. In any case, it seems as though the Google Blogger client of my iPhone ate my post.  Maybe for the best, because I feel like I
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On Academic Management, and running a business

I must admit, I had planned on writing a post about how finding college leaders is like dating at times, you can go with the blind date and be pleasantly surprise, or date one of your friends and (hopefully) know most of the information before hand. As I was reading the Washington Post article, however, I was overcome with a severe sense of facepalm, and as I was responding to the article, it got long
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xMOOC: of participation and offline apps

**sigh**The mobile client ate my post! I will try to reconstitute as much of it as I remember ;-)In this blog post I am continuing the train of though started by thinking about different levels of participation, and my blog post on MOOC registration.  Since MOOCs are generally not taken for credit, and since they generally don't need to conform to some sort of departmental outcomes standard (i.e.
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What is participation? How the LMS determines what you do

It seems like Rebecca and I were on the same wavelength yesterday when we were composing our blog posts and reflecting on various aspects of MOOCs.  Rebecca wonders why there is only one level of participation in xMOOCs, and I have to say, having started my 3rd coursera MOOC yesterday (same one as Rebecca, the Design: Creation of Artifacts in Society on coursera), I can see that (from my limited
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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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Thoughts from Day 1 ALN Panel Discussion

Well, yesterday afternoon I got fired up when listening to the final panel discussion of the day at Sloan-C's annual ALN conference. The panel was titled "Evolution or Revolution? What’s Happening with “Traditional” Online Learning?" and I have broken down my thoughts by speaker.Jose Cruz (The Education Trust, US)This was a pretty interesting speaker, and he made a good point about putting "learning"
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Gamification Course | wrap-up post

Well, my first xMOOC is now complete! For this first time around in my xMOOC explorations I chose a coursera course on Gamification.  This was a good choice because the video lectures were engaging! It turns out that the instructor has a law degree, so I guess his great presentation skills are now easily explained ;-)There were a few highlights and a few dim-lights to the course.  As far
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HCI Course | Initial Thoughts

With the gamification almost over (this coming week is the final week), the Human Computer Interaction course on Coursera is just starting! Back in the day (2003-ish) I was finishing off my undergraduate degree in computer science and one of my final courses was a graduate course on User Interface Design, which I really enjoyed! I liked the subject matter, and the course was taught by a professor that
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Beginning of BlendKit 2012

Last year, for me anyway, the major pondering point of the year was MOOC pedagogy. Between cMOOCs and xMOOCs I've seen, and I am now still experiencing a lot of different deliveries, technologies, interactions, and I've been pondering their underlying pedagogies, and what makes them work!While I am still thinking about MOOC pedagogies, I have out that pot on thwack burner to slowly simmer and I've
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MOOCs, and accreditation

It's quite interesting, but the topic of MOOCs and accreditation keeps coming up :-)The post that prompted this blog post came from a post I saw on MobiMOOC today regarding information assessment and recognition of success.  In MobiMOOC 2012 one of the new things that is baked into the course is the awarding of badges, with an eye toward Mozilla's Open Badges. There are currently three types of
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Coursera #gamification12 course, week 1 recap

So this week Gamification, with Kevin Werbach of UPenn started! After close to two years of working on, what is now termed, cMOOCs (connectivist MOOCs), I decided to check out an "xMOOC" (institutional MOOC) to see what the learning experience is. I hope to be able to write a weekly recap about my coursera experiences :-)So, the gamification course is a six-week course on gamification from a management
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