RE: [eduMOOC] Digest for edumooc@googlegroups.com - 20 Messages in 10 Topics
William E. Harness
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Bill Harness
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Sent: Tuesday, July 12, 2011 10:45 PM
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Subject: [eduMOOC] Digest for edu...@googlegroups.com - 20 Messages in 10 Topics
Group: http://groups.google.com/group/edumooc/topics
- Learning Technology Reflections [1 Update]
- Welcome to Online Learning Today... and Tomorrow [1 Update]
- Google+ [6 Updates]
- Importance of a cohort in a MOOC [2 Updates]
- Week#3 MOOCast - July 13 1400GMT [1 Update]
- Attention Span [2 Updates]
- Moving from Access to Quality [2 Updates]
- Towards a MMS (MOOC management system...) [2 Updates]
- week 3 learning objectives - looking for ideas on what technology you use in distance education courses you teach? [1 Update]
- LMS Help! What do you use, how do you like it? [2 Updates]
Rebecca <rjh...@gmail.com> Jul 12 08:00PM -0700 ^
I've been reflecting what innovations changed the shape of online
learning since I completed my Master's degree in 2005. My thoughts are
posted here:
http://rjh.goingeast.ca/2011/07/13/reflections-on-learning-technology-edumooc/
What do you think? What technologies have changed the face of online
education in the last 5 or so years?
Cheers,
Rebecca
"b.d.boardman" <bdboa...@gmail.com> Jul 12 02:46PM -0700 ^
I imagine we all agree that online learning is certainly having an
impact on the world of education. What I'm wondering is how might an
"online learner" be different (potentially) from a "traditional"
student? Are there differennces significant? Online education
certainly means more access to more people on a global scale. It also
means that those who, perhaps, didn't have access to higher ed before,
now can take advantage of these online learning gateways.
In the larger sense, what is the trade off between convenience and
commitment? In other words, it used to be that in order to "go to
school" it required a significant commitement of time, resources, and
expense. Those in more remote and/or underserved areas of the
population had to work even harder to have access to the resources and
benefits of higher ed.
With online learning, by comparison, all you need in a computer and
internet access. Now, I realize that for many this is still a
significant obstacle in some areas and for some people. However, for a
growing percentage of the population, access to "online" ie becomming
more and more convenient. Does this mean that we, as academics, are
now faced with a type of learner/student that we've never worked with
before? Without the "obstacles" of getting to a University, going to
campus, and sitting in a classroom all wiped away, will that result is
students who are perahaps not as committed to higher ed as those
students of previous generations?
What do you all think? Will online technology result in a different
student of tomorrow?
Topic: Google+
sanford <arbo...@gmail.com> Jul 12 07:25AM -0700 ^
Thanks for the invite now how do I invite others?
Rob Darrow <robda...@gmail.com> Jul 12 07:56AM -0700 ^
What I found was that after I put people into Circles, with their gmail
account, then they could log in and create an account. I have also seen an
"Invite" link on the right side when you log into G+, but I have had the
best success putting people in my circles. I have one circle labeled
Edumooc.
--
Rob
Rob Darrow, Ed.D.
President, www.OnlineLearningVisions.com
Clovis, Ca
sanford <arbo...@gmail.com> Jul 12 10:07AM -0700 ^
Thanks Rob, I found it.
If anyone needs an invite let me know.
Sanford Arbogast
arbo...@gmail.com
"Dr. Nellie Deutsch Muller" <nellie.mul...@gmail.com> Jul 12 01:09PM -0400 ^
Not everyone has the option of inviting others, yet.
Warm wishes,
Dr. Nellie Deutsch, EDD/CI
Educational Leadership
Curriculum and Instruction
Passionate about Learning <http://nellie-deutsch.com/>
Integrating Technology for Active Lifelong
Learning<http://www.integrating-technology.org/>
I present at WiZiQ <http://www.wiziq.com/nelliemuller>
Contact Me [image: Linkedin] <http://ca.linkedin.com/in/nelliemuller>[image:
Facebook] <http://www.facebook.com/#%21/nelliemuller>[image:
Etsy]<http://www.etsy.com/listing/48873500/bell-flower-earrings>[image:
Twitter] <http://twitter.com/nelliemuller>
To be yourself in a world that is constantly trying to make you something
else is the greatest accomplishment ~ Ralph Waldo Emerson
May your inner success shine and bring you a lot of success.
Lonnie <yod...@emu.edu> Jul 12 11:59AM -0700 ^
I would welcome an invite to Google+. Thanks!
Lonnie
"Dr. Nellie Deutsch Muller" <nellie.mul...@gmail.com> Jul 12 03:46PM -0400 ^
Lonnie,
Enjoy and let me know what you think.
Warm wishes,
Dr. Nellie Deutsch, EDD/CI
Educational Leadership
Curriculum and Instruction
Passionate about Learning <http://nellie-deutsch.com/>
Integrating Technology for Active Lifelong
Learning<http://www.integrating-technology.org/>
I present at WiZiQ <http://www.wiziq.com/nelliemuller>
Contact Me [image: Linkedin] <http://ca.linkedin.com/in/nelliemuller>[image:
Facebook] <http://www.facebook.com/#%21/nelliemuller>[image:
Etsy]<http://www.etsy.com/listing/48873500/bell-flower-earrings>[image:
Twitter] <http://twitter.com/nelliemuller>
To be yourself in a world that is constantly trying to make you something
else is the greatest accomplishment ~ Ralph Waldo Emerson
May your inner success shine and bring you a lot of success.
"Apostolos K." <a.koutr...@gmail.com> Jul 12 06:35AM -0700 ^
I know eduMOOC is about online learning, and MOOCs are online, so I
guess this discussion fits in here.
One thing that struck me in another thread is the idea of a rolling
MOOC, no end and no beginning. This kind of reminds me of old school
Bulletin Board Systems (BBS) where I have spent A TON of time over the
past 15 years and I have learned a lot. It also reminds me of self-
paced eLearning (although a MOOC being massive and open, I don't know
how an self-paced fits in).
So here's the question that came to mind, for which I don't have an
answer, but I'd like to see what you think: Do you think that cohorts
matter in a MOOC? The idea of dipping in and out of weekly content is
something that has been brought up as well. Both a rolling enrollment
and an inconsistent week-to-week group serve as diminishing the
cohort, so it could potentially affect other people's participation.
For example in CCK11 and in mobiMOOC I enjoyed reading a contributions
from a handful of people (and I regularly checked their blogs for
them). Once I had identified my cohort (so to speak), if they didn't
post, I found some weeks dry and I would be less apt to participate.
So, do cohorts matter in a MOOC? Does the Massive and the Open
encourage cohorts to form? Would the lack of cohorts be detrimental to
participation and learning in a MOOC?
Mary <mlre...@gmail.com> Jul 12 11:06AM -0700 ^
This is a really good question, Apostolos?
I think it may depend....
Having participated in a series of MOOCs offered by folks at Regina
(Cormier), Athabasca (Siemens) and the Canadian Research Council (Kopp
and Downes, Downes), I see that people who have maintained blogs and/
or who have conversed over these five years, particularly the credit
students, seem to be collaborating on research and sharing all matter
of content. Openness is one of the principles of participation in that
network. Diversity is valued there, as well. Credible and capable
facilitators who make sure people get connected.... and those special
guests who have presented during Elluminate sessions are likely to
draw people back into conversations. The fact that all of the courses
in the sequence are open has the effect of creating the sense that one
is a part of a cohort group and a network that goes far beyond the
course. I am more drawn into conversations with the individuals in the
Cohort that started in CCK08. Rather than trying to grow a large
network, I prefer to engage in sustained and substantive dialogue over
time... around interesting questions. I spend a certain amount of time
perusing the materials and technologies every week, and I don't rely
on any cohort to do that. I have specific goals that relate to my work
as a literacy teacher educator; there has been little constructive
interest in my field within the MOOC so I keep track of who's who and
what their interests are. If our paths cross, and I see something that
might interest to someone in the group, I post it in a shared space or
on their blog, as sharing is a norm within that group. I have taken
other online courses where building a community of inquirers and
researchers is not part of the socialization. These courses tend to be
professional development or training sessions (Not MOOCs--Not open or
courses, but massive and online) generally offered by organizations
related to some aspect of my work. In those online sessions, I
listen... take note... and it does not matter who is in the
session.... People tend to drop out of MOOCs if the content is not
related to their goals or interests and/or when confronted by other
work/life demands. Being a part of a cohort group might enrich a
person's learning experience in a MOOC, but in the absence of a
cohort, people still learn, contribute, and track....
Jeff Lebow <jeff...@gmail.com> Jul 12 09:48AM -0700 ^
Hello EduMOOCers
We'll be MOOCasting again tomorrow (July 13 1400GMT global times:
http://bit.ly/o8yo8N ) at:
http://edumooc2011.blogspot.com/p/moocast-studio.html
All are welcome. We'll be using Google+ Hangout for the gathering - if
anyone needs an invite, let me know. As with previous MOOCasts, this
will be an open-ended opportunity for EduMOOC'ers to share resources,
ideas, and feedback about assorted eduMOOC topics and/or the MOOC
itself.
A couple of hours prior to the MOOCast, I will also be webasting a
discussion with Brad Patterson (of http://edulang.com ,
http://snapanda.com,
and the ELT Blog Challenge http://bit.ly/j6FpFO) that may be of
interest to the language educators amongst us. We'll start off around
1130GMT as we tune in to the week's http://eltchat.com/ as part of pre-
show. Event takes place at: http://bit.ly/eWBoFL and additional info
is at:
http://eflbridges.net/event/efl-teacher-talk-webcast-w-guest-brad-patterson
Look forward to connecting soon,
Jeff
Topic: Attention Span
"Apostolos K." <a.koutr...@gmail.com> Jul 12 06:20AM -0700 ^
I think the novelty does wear off in a rolling MOOC...after all, isn't
a rolling MOOC the same as a bulletin board system? (a part of your
own PLE where you can dip in and out of as often as you like?)
"Apostolos K." <a.koutr...@gmail.com> Jul 12 06:27AM -0700 ^
In one of the eduMOOC groups I brought up the idea to create a
MOOCbook modeled after the Theory and Practice of Online Learning
(http://www.aupress.ca/index.php/books/120146) A number of authors
could sign on to write chapters for the MOOCbook, it can be peer
edited and reviewed and then it can be free as an eBook, but also for
sale (a TPOL is). Having TPOL be an Athabasca University publication
is a great model for this book.
We just need to find interested and knowledgeable authors to determine
content (including educational theory, educational practice, MOOC
theory, MOOC examples, MOOC past practice, MOOC post-mortem analysis,
how to setup your own MOOC and learner success in a MOOC, just to name
a few ideas for chapters), write chapters, get an editor for the book,
and see how it goes from there.
If the book is released under creative commons, others can add to it
later on, then second and subsequent editions can be put together
after more MOOC research has been done.
I volunteer to write the success in a MOOC chapter lol ;-)
AK
Harbans <sidhu....@gmail.com> Jul 12 04:24AM -0700 ^
hi Rebecca
Islands where human beings are totaly cut off from the modern world
help to understand forces which landed us in the digital age. The
potential of internet is gift to everyone who exploits it . Mooc
needs to comeforward to show defined way to the society . I am
afraid collective will is lacking
regards
harbans
"Apostolos K." <a.koutr...@gmail.com> Jul 12 06:17AM -0700 ^
I agree, and I will raise you one (lol).
I think that the best course is one that is hybrid to some extent;
both online and face to face. There is something that is lost without
good f2f contact so well designed hybrids are the best for education.
In my definition of hybrid I won't say how much time is spent in class
and how much time online because this is antithetical to good
pedagogy. Instead, I will let the instructor (the subject matter
expert) decide how much f2f time is needed.
"Apostolos K." <a.koutr...@gmail.com> Jul 12 05:59AM -0700 ^
It should probably be MOOCMS since MOOC is already an acronym and MMS
can mean so many other things ;-)
That being said, having a system to manage a MOOC seems counter-
intuitive since the idea, if I am not mistaken, is for each individual
learner to figure out what works for them. Sure, there can be a
centraly organized space (be it an LMS, a gRSShopper feed, a wiki or a
google group), but a central place doesn't seem to go with the
philosophy of MOOCs. I think a lot of MOOC participants not only
collaborate with other MOOC participants (inside network) but they
also extend and expand their ideas outside of the MOOC (their
"outside" network)
"Apostolos K." <a.koutr...@gmail.com> Jul 12 06:01AM -0700 ^
For what it's worth, the MOOC I am planning will be facilitated
through an LMS (probably)
Topic: week 3 learning objectives - looking for ideas on what technology you use in distance education courses you teach?
Tim <tim.k...@gmail.com> Jul 11 11:12PM -0700 ^
Hi All,
We are in the process of rolling out an Echo360 system. While
fantastic for capturing lectures, the big potential is for using the
Personal Capture component - which allows desktop capture. You can
dual capture - so record the computers screen and attached webcam -
along with your audio. The other big plus of the system is the ability
to ingest external media - so pre-recorded existing materials or those
captured and edited elsewhere can be added. The next version of the
system also brings the first streaming component for iOS - so mobile
is set.
Personally I've used camtasia, captivate and using the recording
functions inbuilt in Quicktime (for all Mac users!).
While these are great for content production, I'm curious about the
technologies people are deploying for interaction and collaboration -
and what is actually effective from a students perspective. I'm very
wary of the idea of the 'click to go to next slide' being labelled as
interactive.... so what is really and truly interactive?
"Apostolos K." <a.koutr...@gmail.com> Jul 11 06:55AM -0700 ^
Are you referring to eCollege?
We tried eCollege on our campus but we weren't impressed. When
compared to other LMS it is really really poor. It's sort of like an
LMS that is stuck in 1998 :-)
It needs work, but I think Pearson are putting their backing behind
it, so it might actually get better.
"Apostolos K." <a.koutr...@gmail.com> Jul 11 06:59AM -0700 ^
It's interesting,
I've heard from many european colleagues that use and really like
moodle.
I don't find anything wrong it it, but I feel like it's too "flat".
Having said that I have seen both Moodle and Sakai implementations
that I like, so it is, to some extent, not the product but what you do
with it that matters. If I had to go with open source, I'd consider
going with Canvas (even though the company has said that it's a bit
complicated to run).
Are you all running Moodle out-of-the-box? or have you created
additional plug-ins for your schools?
On Jul 8, 4:07 am, "Ignatia/Inge de Waard" <ingedewa...@gmail.com>
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