Processing – P5.js

Posted: April 24, 2018 in Moodle MOOC posts

An article of the Kadenze blog on Processing – https://blog.kadenze.com/creative-technology/getting-started-with-p5-js/?utm_source=kadenze&utm_medium=email&utm_campaign=weekly_blog_email 

«p5.js is “Processing reimagined for the web,” meaning it’s a tool for programming art, sound, animation and more. Like Processing, it’s designed for learning coding in a more interactive and hands-on way. Unlike Processing, p5.js is in JavaScript, so it’s made for the web. Everything you write (if it works!) should be able to run in a browser.»

In the same article two online courses are referred as an introduction to Processing which are open for enrollment:

Introduction to programming for the visual arts with p5.js

The nature of code

Advertisements

MOOCS in Portuguese

Posted: March 28, 2018 in Moodle MOOC posts

A Class Central list of MOOC in portuguese language – https://www.class-central.com/language/portuguese

An article on the changes of free MOOCs turning into paid MOOCs which I acknowledge and not only concerning Business Schools – https://www.businessbecause.com/news/opinion/5156/opinion-mooc-cash-cow-business-schools.

Most of the MOOCs I’ve participated in were in the fields of Education, Special Needs, ICT and Visual Arts and the big platforms like Coursera keep reminding us, along the courses, whether we wish to acquire paid certificates. I understand that some participants may be interested in certificates from Universities with a certain reputation, in spite of not granting any degree, but that is stated at the beginning of each course, they shouldn’t hammer the issue.

As the article also refers the trend may be to turn all MOOCs paid and more and more official degrees to be made available. Massive participation equals massive profit.

It’s a pity that the original meaning of MOOC, open-free-costless, becomes subverted in this way.

The European Schoolnet is running a MOOC on Learning in the Musem – https://www.schooleducationgateway.eu/pt/pub/latest/news/learning-in-a-museum-mooc-un.htm

Khan Academy Code Hour

Posted: December 5, 2017 in Moodle MOOC posts

An introductory course on Coding – https://www.khanacademy.org/computing/hour-of-code/

PT/BR version – https://pt.khanacademy.org/computing/hour-of-code/hour-of-drawing-code/v/welcome-hour-of-code

The solar floating schools appeared a few years ago on account of monsoon floods and isolation of populations, but they have expanded and there are now about 100, a great achievement!

A study by researchers from the University of Cantabria – http://www.irrodl.org/index.php/irrodl/article/view/2964/4374

Abstract

This study has been carried out within the context of the ECO European Project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous, and Open Learning) which is being financed by the European Union over four years (2014-17). It analyses the pedagogic architecture of MOOC on pedagogic/educational subjects in Spanish over one academic year (September 2015-June 2016). The analysis focuses on five major dimensions from a qualitative perspective: subjects and the promoting institution, methodology, resources, type of videos, and evaluation. The results demonstrate the hegemony of subjects linked to the Society of Knowledge, such as the widespread use of traditional methodology based on video lessons (the “talking head” model). Communication tools are clearly underused and evaluation based on the use of questionnaires is dominant. The findings show the need for further research into MOOC based on a pedagogic approach such as the one adopted here.

Learning as Artifact Creation

Posted: September 21, 2017 in Moodle MOOC posts

An article in George Siemens blog on the creative affordances of Internet and the possibility of anyone creating and sharing digital artifacts nowadays. I would go further and think of Maker movement and all the physical connection to the virtual world possibilities – http://www.elearnspace.org/blog/2017/09/14/learning-as-artifact-creation/

«A stunning period web innovation occurred between 2000-2005: delicious, myspace, many blog platforms, flickr, wikis, etc. The gates were opened and everyone was a content creator and everything was subject to user creation. Everything was a possible social artifact. Take and share a picture. Post your thoughts on a blog. Tag and share valuable resources. The web had its velveteen rabbit moment and became real to people who had previously been unable to easy share their creative artifacts. Eventually we were blessed with the ugly stepchildren of this movement (Twitter, Facebook) that enabled flow of creative artifacts but in themselves where not primarily generative technologies. »

An interview with Barbara Oakley, a professor of engineering at Oakland University, who spends a lot of time these days thinking about how people learn. And she may have taught more students than anyone else on the planet, as one of the instructors of one of the most popular online courses ever, which has had two million registered students. The title of the course is Learning How to Learn.

https://www.edsurge.com/news/2017-07-25-what-if-moocs-revolutionize-education-after-all

Um artigo de investigação sobre um grupo de 12 participantes num MOOC – https://www.researchgate.net/publication/317608455_Adult_MOOC_Learners_as_Self-Directed_Perceptions_of_Motivation_Success_and_Completion

Abstract

Despite the increased attention given to MOOCs over the last four  years, learners’ voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors’ and masters’ degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners’  motivations  for  enrolling in  the  MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the  MOOC.  Reasons  for  enrollment  varied  from  personal  enjoyment  to  professional development, and  differing definitions emerged regarding completion or success  in a MOOC. Implications of  this study  include a proposed conceptual  framework  of adult  learner MOOC motivations  and goals,  which may  inform the  intentional instructional  design  of MOOCs  to  better meet adults’  self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.