Χτες το απόγευμα, κατά το απογευματινό ταξιδάκι προς το σπίτι, διάβαζα τα δημοσιεύματα του Jon, της Jenny, του Matthias και του John (αν θέλετε να τα διαβάσετε, διαβάστε τα σε αυτή την σειρά). Το γενικό θέμα σε όλα αυτά τα δημοσιεύματα

Over the holiday, at some point I came across this blog post asking how much longer will (college) degrees mean something. It was a short, but interesting post, and something that I've thought about in the past; not in reference to how much longer will college degrees have a monopoly on accreditation of individuals, but rather I've been pondering what does a college degree mean. The impetus

This paper seems to have made the rounds while I was away from blogging last week, but I thought it would be worthwhile  posting it on my blog just the same :-) The second paper of the MRT (mobiMOOC research team) is now available through the  International Review of Research in Online and Distance Learning (IRRODL) and is titled "Using mLearning and MOOCs to understand chaos, emergence,

The MobiMOOC research team has been working on our third paper, further analyzing aspects of MOOCs, and MobiMOOC in specific.  Our forthcoming paper tackles the topic of emotive language usage in MOOC discussions as a predictor of continued, or future, participation in the course. We are currently in the process of going over and refining the paper, but I don't want to give away the punchline

I tried making that rhyme, to come up with a catchy title, but it didn't really work out... Oh well, maybe next time ;-) In any case, in the Research_MOOC Mailing list Alan Selig had an interesting question which I thought I would poke at for a while until I came to an answer (or at least something to add to the discussion) Alan Selig One final "wonderment" from my limited understanding of Connectivist Learning

This week in Change11 our host is Jon Dron (rhymes with Tron ;-) )and to topic is Soft technologies, hard technologies and everything in between. While reading the seed post I got a distinct mental image of Steve Job's voice reading Jon's initial post - it had a jobsian feel to it. The article is an interesting epistemological view of technology; technology being very broad by definition since pedagogy

The other day I posted some thoughts based on Leahgrrl's original post on adjuncts and technology. Tony Bates also posted thoughts on the issue around the topic of accreditation. Between these blog posts, and comments to all three of them, the mental gears started to slowly turn and think of additional thoughts around the issue.  The first one being accreditation. Tony writes that through his

I was reading the blog posts that were posted yesterday on Change MOOC on the topic of Learning in times of Abundance and it suddenly hit me*, this learning in times of abundance reminds me a lot of the research I did on digital natives (article forthcoming). Yes technology (seems to be) ubiquitous, and so is information, but as  Eric Duval admitted in his intro post: Really big caveat:

This week's topic, as I mentioned in my initial post, is learning in times of abundance. Eric Duval, in his definition of abundance, goes for the digital element, but I wanted to focus on something  a little more mundane - the "disconnected" world of the library.  The fact of the matter is that our abundance of information is no new thing. Some may go back as far

I was reading a post by Leahgrrl the other day titled Adjunct Technology, or why I can't figure out Blackboard. It was quite an interesting post, and not something completely foreign to me - I've read my fair share of adjunct posts on the Chronicle of Higher Ed, and Inside Higher Ed, as well as having known many adjuncts personally. This past week, while attending the Sloan-C annual conference (virtually)