Club-Admiralty

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

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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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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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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Random article critique - Head of Gold, Feet of Clay

I suppose that it's not quite random, it's actually part of the work I am doing for my first doctoral course.  That said, I thought I would post this here (now that its been submitted) to see if others have read this particular article and what they think :)Power, T., & Morven-Gould, A. (2011). Head of gold, feet of clay: The online learning paradox. The International Review Of Research In
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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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