Club-Admiralty

v6.2.3 - moving along, a point increase at a time

Letting the inmates run the asylum...or not?

On of the themes that has come up time and again in MOOCs is the nature of openness. It's also come up in my twitter stream these past couple of days with Educause 11 underway, and Blackboard announcing that they are now open (I will reserve my cynicism and scoffing for other media ;-)  ).One of the ways in which MOOCs are reported to be open is that MOOCs allow the participants (learners) to
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MOOC participation - open door policy and analytics

The other day I was reading ZML Didaktik on the topic of MOOC participants. In MOOCs, one of the big questions is why are people lurking and not participating? If more than 500 people join a MOOC, why are only 10% contributing with any amount of regularity?  On the same blog, in a previous blog post, I had commented (it was an open stream of thought really) that perhaps there should be an open
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Gestion de la technologie pour transformer l'enseignement

Cette semaine, à Change11, l'hôte de la lecture est Tony Bates et le thème est la gestion de la technologie pour transformer l'enseignement. Cette discussion se cencentre sur le monde de l' Université et, je crois, l'agilité de l' université. Est-il possible que la change, (ou l' innovation) en l' enseignement, vient naturellement des processus existants? Ou, peut-être, devons nous inventer
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Content as faculty production...

I was reading this post yesterday by Paul Prisloo on his reflections on Open Content.  I found his post enlightening because through my studies I had not really encountered to topic of history of distance education and the evolution of distance education has been of interest to me.  I have to say that I somewhat agree with Paul's view that lecturers (professors) are in the teaching
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Artifact FROM learning

The other day I was organizing some materials at home and I came across a box of things that I used to have hanging around on my old office's pinboard, things that I haven't brought to the new office yet.  The index card on the right is one of those items and it is an artifact FROM learning (as opposed to an artifact of learning...maybe it can be both, who knows).In any case, the story behind
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Ανοιχτό Υλικό

Αυτή την εβδομάδα στο ΜΑΔιΜΑ (κοίτα να δεις που αυτό θα γίνει ειρωνικό όνομα για τα MOOC τελικά, να μου το θυμηθείς! χα χα!) έχουμε το θέμα του ανοιχτού υλικού (open content) με τον David Wiley. Η ύλη αυτή την εβδομάδα περιέχει κανά δυό βίντεο
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Online Self-Organizing Social Systems

This morning while commuting to work I had the opportunity to the last of this week's reading from David Wiley and Erin Edwards (Change MOOC) on Online Self-Organizing Social Systems. I have to say that this really piqued my interested. While reading the document I was transported back to my MBA days when I first started learning more about the topic of Knowledge Management and the work of Etienne
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Open Content

I was watching David Wiley's two videos (video 1 and video 2) on Open content, open publishing and open educational resource, oh and creative commons licensing too! I haven't had the chance yet to read the articles yet - but I plan on doing that before the weekend comes. I thought I would start off this week's Change thoughts on Open Content with my own history with it - and the cognitive dissonance
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Shades of knowing?

Wow, I honestly didn't think that my open pondering about "knowing" would get this traction - but this is the beauty of the massive open course (and heck...perhaps this is a great example of collective learning!)First, Brainy Smurf wrote an interesting post about the process (or perhaps the indicators) which are necessary for him to write a response to something he finds online. I have to
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Συλλογική Μάθηση...

Εδώ και κάτι εβδομάδες έχει αρχήσει ένα Μαζικό Ανοιχτό και Διαδικτυακό Μάθημα (ΜΑΔιΜα; ή μήπως ΜαΔΑΜα;) κοινώς γνωστό στα Αγγλικά ως MOOC (Massive Online Open Course). Στα προηγούμενα MOOC (ας χρησιμοποιήσουμε λατινικού χαρακτήρες γιατί
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