Archive for February, 2015

An article by Audrey Watters, a collection of old illustrations that envisioned the future of Education

http://hackeducation.com/2015/02/19/the-history-of-the-future-of-education/

«I’m particularly interested in “the history of the future of education,” or as what Matt Novak calls his blog, the “paleofuture.” How have we imagined the future of teaching and learning in the past? What can we learn by looking at the history of predictions about the future, in our case about the future of education? Whose imagination, what ideologies do these futures reflect? How do these fantasies shape the facts, the future?»

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Becoming MOOC

Posted: February 17, 2015 in Moodle MOOC posts

An excellent article by Stephen Downes explaining the logic of cMOOCs – http://halfanhour.blogspot.ca/2015/02/becoming-mooc.html

«There are two types of MOOCs. On the one hand, there is the xMOOC – this is a formal course created in a site like Coursera or EdX. An xMOOC will have regular lessons, videos and assignments, be led by an elite university professor, and attract a large online audience. These are the MOOCs that have received most of the attention in recent years and have generally shaped people’s impressions. But there’s another type of MOOC, called the cMOOC, which is based on connection rather than content, which looks more like an online community than a course, and doesn’t have a defined curriculum or formal assignments. These were the original MOOCs, and they posed a much greater challenge to both the educational institutions that offered them and the participants who studied in them.

What sort of literacy would be appropriate in a cMOOC? Two major types of literacies suggest themselves: 21st century literacies, and digital literacies.

Three major types of skills are identified: exploring, building and connecting. The first describes how to find your way about the chaotic environment and even to make sense of it for yourself. The second examines traditional and new forms of content creation, including authoring and art, in a digital media environment. And the third addresses the previously under-represented function of sociality and connection. Taken together, these three literacies can be seen as a way for individuals to manage cognitive load for themselves, to adapt the task of making sense of the web to their own skill level, and therefore to manage even in an environment that is not well designed.»

An Edudemic article, by Matt Bower, describing some features of many free Web tools – http://net.educause.edu/ir/library/pdf/csd6280.pdf

Abstract
This article presents  the  outcomes  of  a  typological  analysis  of  Web  2.0 learning  technologies.  
A  comprehensive  review  incorporating  over  two  thousand  links  led  to  identification  of  212 Web  2.0  technologies  that  were  suitable  for  learning  and  teaching  purposes.  The  typological  analysis  then  resulted  in  37  types  of  Web  2.0  technologies  that  were  arranged  into  14  clusters.  
The  types  of  Web  2.0  learning technologies,  their  descriptions,  pedagogical  uses  and  example tools  for  each  category  are  described,  arranged  according  to  the  clusters.  Results  of  this  study  imply  that  educators  typically  have  a  narrow conception  of  Web  2.0  technologies, and  that  there  is  a  wide  array  of  Web  2.0  tools  as  yet  to  be  fully  harnessed  by  learning  designers  and  educational  research.