Archive for July, 2015

An update of e-learning definitions (b-learning, MOOC), the variety of distance learning formats – http://onlinelearningconsortium.org/updated-e-learning-definitions-2/

Advertisements

An article by Tony Bates about «agile learning design», I suppose it relates to open and flexible

http://www.tonybates.ca/2015/07/10/some-further-thoughts-about-agile-learning-design/

«Originally I started to describe this teaching method as flexible design, but because flexible learning has a broader and more widely used meaning, almost at the last draft stage I changed ‘flexible’ to ‘agile’, as this represented better what I was trying to get at.»

The article includes good diagrams, among which learning for VUCA scenarios (volatile, uncertainty, complexity, ambiguity):

VUCA diagram

C. Adamson, 2012

An article by George Siemens, with an extensive PPT on data analytics and PLE

http://www.elearnspace.org/blog/2015/07/02/personal-learning-graphs-pleg/

«Many of the personalized learning systems now available begin with an articulation of the knowledge space – i.e. what the learner needs to know. What the learner knows is somewhat peripheral and is only a focal point after the learner has started interacting with content. Additionally, the data that is built around learner profiles is owned by either the educational institution or the software company. This isn’t a good idea. Learners should own the representation of what they know.»

An article about MOOC Research: http://blogs.edweek.org/edweek/edtechresearcher/2015/07/today_is_my_last_day.html

«What have we learned from the last two years of MOOC research that could help improve the design of courses? Over the next few days, I’ll release a series of short post on seven general themes from MOOC research that could inform the design of large-scale learning environments in the years ahead.

  1. MOOC students are diverse, but trend towards auto-didacts
  2. MOOC students value flexibility, but benefit when they engage frequently
  3. The best predictor of persistence and completion is intention, though every activity predicts every other activity
  4. MOOC students (tell us they) leave because they get busy with other things, but we may be able to help them stay on track
  5. Students learn more from doing than watching
  6. Lots of student learning activities are happening beyond our observation: including note-taking, socializing, and using other references
  7. Improving student learning outcomes will require measuring learning, experimenting with different approaches, and baking research into courses from the beginning.»