Re: [eduMOOC] Digest for edumooc@googlegroups.com - 13 Messages in 6 Topics

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Mark Clemons

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Jul 20, 2011, 6:15:31 PM7/20/11
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Not sure about this whole concept of "mobile" learning terminology.
I teach online, also travel often around the US, Europe and other places.
My class is available wherever I have internet access.  I use my desktop at home, my netbook on the go, my smart phone, internet cafes, hotel courtesy computers etc.
I get notifications on the golf course, in the car, at home, on the road and in distant lands.
My students are all over the world and use all of the above ways to access and participate in class at various times.
So how does this fit in?  Teaching and learning are mobile, not the student or the device.

On Tue, Jul 19, 2011 at 9:57 PM, <edumooc...@googlegroups.com> wrote:

Group: http://groups.google.com/group/edumooc/topics

    "Apostolos K." <a.koutr...@gmail.com> Jul 19 03:35PM -0700 ^
     
    http://hosted.ap.org/dynamic/stories/U/US_ACADEMIC_PAPERS_HACKED?SITE=AP&SECTION=HOME&TEMPLATEÞFAULT&CTIME
     
    Starting text: BOSTON (AP) -- A Harvard University fellow who was
    studying ethics was charged with hacking into the Massachusetts
    Institute of Technology's computer network to steal nearly 5 million
    academic articles.
     
    Wow... is all I have to say! I think that this guy did it just to be
    an activist, but I would like to see how this trial proceeds.
     
    Personally I think that all journals should be open access - period.
    People who write the articles are either dead (as in the case of 17th
    century articles) or get paid no royalties for writing them. Journal
    editors get no money (or little money) for editing journals, and peer
    reviewers get nothing. I could go on a rant about this, but I
    won't ;-) Let's just all agree to publish in open access journals
    lol :-)

     

    "Apostolos K." <a.koutr...@gmail.com> Jul 19 03:04PM -0700 ^
     
    Thanks for the article! :-)
     
    I used to read Inside Higher Ed daily but in the recent months I have
    not had the time :-) I am subscribed to their RSS feed but the
    annoying this is that they don't provide you with any content for some
    of their articles in their RSS feed... quite annoying and it defeats
    the purpose of RSS. In any case - not specific to the article:
     
    Those that do not work in education think that online is the panacea
    to their political issues. More education, for more people, cheaper.
    Of course this is as mythical as the unicorn ;-) Online classes
    aren't cheaper. Perhaps if you only hire adjuncts who cobble together
    5, 6 or 7 online teaching gigs to earn a living, but then again if
    you're teaching 5,6, or 7 online classes per semester how much effort
    are you putting into it? Online teaching also involves not only a lot
    of prep time, but also a lot of monitoring time and response time,
    whereas face to face requires your 3hrs per week and some office hours
    (which students don't seem to utilize).
     
    From the student's side, online learning requires knowledge and access
    to technology that people in lower socioeconomic ladders may not
    have. To expect to educate people online, who don't have the skills
    to succeed online cheats them from an education and adversely impacts
    their self-esteem because they think that just because they can't
    perform in the online environment they just can't perform - that's
    just ludicrous! People who want to take online courses SHOULD be
    required to take both a technology course and an academic prep-course
    to ensure that they are able to thrive in the online environment. If
    not, they should be face to face with a mentor.
     
    Sadly, it seems like politicians are thinking more like the McDonald's
    model - one more credit earned, with a few more you've got a degree.
    They don't actually think of education - just the sheep skin...
     

     

    Rebecca <rjh...@gmail.com> Jul 18 10:09PM -0700 ^
     
    Hi all,
     
    I was thinking about an MMS (MOOC Management System) and that thread,
    but what occurs to me that we really need is a crowd-sourced MOOC
    dashboard. That is a place where participants could register their
    learning activities (like blog posts, links, discussions, or
    projects). The Dashboard would give a real-time picture of how many
    "conversations" and learning actions are occurring and allow
    participants to easily find the conversations and easily participate.
     
    The dashboard is functions as a curator of MOOC participant generated
    content.
     
    Maybe the dashboard would have a button to "add your activity", where
    participants fill in a form that captures a link to content plus key
    words or something - really simple so that people will both to use it.
     
    The dashboard itself might have:
    * One section for each "type" of media or conversation with links
    * A visually linked tag cloud
    * Maybe different views of the content - like a physical location view
     
    You might also use it to capture statistics about the MOOC. Once a
    conversation thread is registered, it could track how active that
    thread becomes (useful for those who are researching MOOCs), but it
    would also provide a knowledge object that is a capture of the MOOC
    itself.
     
    One of the challenges I'm finding with this MOOC (edumooc) is that the
    conversations have either gone underground or they are so distributed
    that they are difficult to find. I shouldn't need to spend more time
    looking than participating! A MOOC dashboard that is truly crowd-
    sourced would certainly help solve that problem.
     
    Anyone with the technical savvy care to build one? I'll happily test
    and document it.
     
    cheers,
    Rebecca

     

    Osvaldo Rodriguez <cor...@yahoo.com> Jul 19 12:00PM -0700 ^
     
    Hi Rebecca and all
     
    I have also been interested in how could one improve the "understanding of what is going on " on a MOOC.
    Even if one does not arrive at the course right there should be some coherent resume.
     
    In other MOOCs the facilitators through "the daily"  for example or as you mentioned the early weekly live sessions  (MobiMOC) established a glue and gave a weekly sense of structure (without actually imposing it).
     
    For me in EduMOOC the websphere by Jeff LeBow blogspot has sometimes helped
    since it gave an overall picture of all places where "things" were going on.
    http://edumooc2011.blogspot.com/p/edumoocosphere.html
     
    The idea of a sphere kept in my mind: central issues/activities that radially build through layers. But a 3D sphere (like google earth) would be far too complex.
     
    Then the  other day I came across  a web page (on the Kennedy's miniseries) that I think might serve as a basic idea on how  to indicate what is going on in a MOOC.
    Of course it would need the facilitator to produce it and keep it to date. But as you can see if you step on any area of interest and move radially more and more info starts appearing on that particular area.
    http://ar.aeweb.tv/thekennedys/arbol.html
     
    Of course this complements the dashboard-idea.
     
    Osvaldo
     
     
    C. Osvaldo RODRIGUEZ
    cor...@yahoo.com
     
     
    ________________________________
    From: Rebecca <rjh...@gmail.com>
    To: eduMOOC <edu...@googlegroups.com>
    Sent: Tuesday, July 19, 2011 2:09 AM
    Subject: [eduMOOC] MMS or Dashboard?
     
    Hi all,
     
    I was thinking about an MMS (MOOC Management System) and that thread,
    but what occurs to me that we really need is a crowd-sourced  MOOC
    dashboard. That is a place where participants could register their
    learning activities (like blog posts, links, discussions,
    or
    projects). The Dashboard would give a real-time picture of how many
    "conversations" and learning actions are occurring and allow
    participants to easily find the conversations and easily participate.
     
    The dashboard is functions as a curator of MOOC participant generated
    content.
     
    Maybe the dashboard would have a button to "add your activity", where
    participants fill in a form that captures a link to content plus key
    words or something - really simple so that people will both to use it.
     
    The dashboard itself might have:
    * One section for each "type" of media or conversation with links
    * A visually linked tag cloud
    * Maybe different views of the content - like a physical location view
     
    You might also use it to capture statistics about the MOOC. Once a
    conversation thread is registered, it could track how active that
    thread becomes (useful for those who are researching MOOCs), but it
    would also
    provide a knowledge object that is a capture of the MOOC
    itself.
     
    One of the challenges I'm finding with this MOOC (edumooc) is that the
    conversations have either gone underground or they are so distributed
    that they are difficult to find. I shouldn't need to spend more time
    looking than participating! A MOOC dashboard that is truly crowd-
    sourced would certainly help solve that problem.
     
    Anyone with the technical savvy care to build one? I'll happily test
    and document it.
     
    cheers,
    Rebecca

     

    "Apostolos K." <a.koutr...@gmail.com> Jul 19 02:50PM -0700 ^
     
    Rebecca, what you are describing sounds like a real-time version of
    gRSShopper (a tool used in CCK11 and I really really loved it! - daily
    overviews of all blogs, comments to blogs, twitter posts and delicious
    contributes - it was awesome!)
     
    I agree with what you write bellow. I feel like discussion of eduMOOC
    have either gone underground, or they just aren't happening. I like
    the MOOC idea, but I (like many other professionals out there) am
    busy, and I don't want to go hunting for course discussions everywhich
    corner :-) The real-time dashboard is an awersome idea! I wonder if
    gRSShopper can be modified to do this :-)
     
    quote >>>> One of the challenges I'm finding with this MOOC (edumooc)
    is that the
    conversations have either gone underground or they are so distributed
    that they are difficult to find. I shouldn't need to spend more time
    looking than participating! A MOOC dashboard that is truly crowd-
    sourced would certainly help solve that problem. <<<<< end quote
     
    As a side note, I think that MOOC organizers should take a leading
    role in collecting and aggregating major MOOC resources. In your
    dashboard example the organizers could pick the formats they want to
    support (blog, twitter and delicious for example) and people can
    submit their blog's rss feed to the dashboard. If there are additional
    resources (let's say a Fb group or a LinkedIn group, or a wiki) that
    the community REALLY wants to have on the dashboard, it would be easy
    for the coordinators of the MOOC to add an additional category.
     
    I see this being parallel to f2f class practices. Students always
    create external groups and resources to deal with coursework, but in
    the course of doing the work, the resource becomes of use to the
    entire class and everyone participates. At this juncture the
    instructor can endorse it for class use and put it on your LMS's
    "resources" list for more students to find.
     
     
     
     

     

    "Apostolos K." <a.koutr...@gmail.com> Jul 19 02:51PM -0700 ^
     
    Thanks for the resource Osvaldo! :-)
     
    I feel like this sort of information should be incorporated to the
    MOOC's main site because it's so useful!
     

     

    Melissa Rizzuto <melri...@gmail.com> Jul 19 04:58PM -0400 ^
     
    Just sent you an invite, Kristine.
     
    On Tue, Jul 19, 2011 at 4:53 PM, Kristine Buchanan

     

    Tim <tim.k...@gmail.com> Jul 18 10:13PM -0700 ^
     
    I'm enjoying this discussion very much. The definition is becoming
    quite an elusive thing because as Rebecca eludes being mobile defines
    the device, the learner and the location. For what it's worth I'd like
    to throw my weight behind "ubiquitous learning".
     
    Mobile technology facilitates a shift from the idea of eLearning and
    “anywhere, anytime” to a more ubiquitous way of learning that is
    “everywhere, all the time”. The change is subtle but the results and
    impact of mobile technology are vast. Mobile technology shifts where
    learning takes place from the confines of the physical to where space
    is instead defined by the device and follows the learner wherever they
    are. The technology also shifts the concept of time from predefined
    units to a model that is learner centric and ever-present. What this
    means is that the learning environment and the persona of the learner
    are always accessible and beneath the surface, always on. Through the
    mobile device the learner can carry the classroom, the texts, the
    lectures and the assessments in their pocket and access those wherever
    and whenever they choose. From their daily commute on the bus to
    waiting in line at the supermarket, the learning environment and the
    learning materials are there with them and accessible with the touch
    of a button or the swipe of a finger.
     
    I don't know if its the right term, but it really offers the best
    description. Could we camel-case it and become uLearning seeing as
    we've done i,e, and m?

     




--
Mark I. Clemons
Master Teacher/Author/Speaker
M.S. Ed., NBCT, NATE
918.277.9864  Ma...@MarkClemons.com
Faculty, HVACReducation.net
LearningHVACR.com 
Elder, YACC.org
The church which meets at Yale Ave & 36th in Tulsa
Prayerfully Caring, Sharing & Serving in the name of Jesus 

Laurence Cuffe

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Jul 21, 2011, 8:32:21 AM7/21/11
to eduMOOC


On Jul 20, 6:15 pm, Mark Clemons <M...@MarkClemons.com> wrote:
> Not sure about this whole concept of "mobile" learning terminology.
> I teach online, also travel often around the US, Europe and other places.
> My class is available wherever I have internet access.  I use my desktop at
> home, my netbook on the go, my smart phone, internet cafes, hotel courtesy
> computers etc.
> I get notifications on the golf course, in the car, at home, on the road and
> in distant lands.
> My students are all over the world and use all of the above ways to access
> and participate in class at various times.
> So how does this fit in?  Teaching and learning are mobile, not the student
> or the device.
>
I'd build a distinction here with 2 examples.
1) I know someone who has built a course for bricklayers which uses
short video clips which the students put on their mobile phone to
teach the finer point of brick laying such as how to shape a arch
etc. The students will have the course with them at point of
application, thus it is mobile. This course is not internet based, but
is mobile.

2) I've seen video of a local history project where the class built a
resource of local history material which was triggered via geo-
location so that the relevant course material appeared when you were
physically at the location. I.e. at the bank on main street, you see
a picture of the bank as it appeared 50 years previously when you use
the application on your phone.

Both of these are modalities of mobile learning which are distinct
from the ability to partake in a distance learning course from a
number of distinct locations.
All the best
Laurence Cuffe
>
>
>
>
>
>
>
>
> On Tue, Jul 19, 2011 at 9:57 PM, <edumooc...@googlegroups.com> wrote:
> >   Today's Topic Summary
>
> > Group:http://groups.google.com/group/edumooc/topics
>
> >    - Harvard fellow hacked millions of papers<#131457991d2c7099_group_thread_0>[1 Update]
> >    - Welcome to Online Learning Today... and Tomorrow<#131457991d2c7099_group_thread_1>[2 Updates]
> >    - MMS or Dashboard? <#131457991d2c7099_group_thread_2> [4 Updates]
> >    - Google+ circles <#131457991d2c7099_group_thread_3> [4 Updates]
> >    - Shirley Gossack, Manager Student Engagement/ LA&PS is out of the
> >    Office. <#131457991d2c7099_group_thread_4> [1 Update]
> >    - Week Four; Online Learning Apps and Mobile Learning<#131457991d2c7099_group_thread_5>[1 Update]
>
> >   Topic: Harvard fellow hacked millions of papers<http://groups.google.com/group/edumooc/t/f9ecdf94933c14fa>
>
> >    "Apostolos K." <a.koutropou...@gmail.com> Jul 19 03:35PM -0700 ^<#131457991d2c7099_digest_top>
>
> >    http://hosted.ap.org/dynamic/stories/U/US_ACADEMIC_PAPERS_HACKED?SITE...FAULT&CTIME
>
> >    Starting text: BOSTON (AP) -- A Harvard University fellow who was
> >    studying ethics was charged with hacking into the Massachusetts
> >    Institute of Technology's computer network to steal nearly 5 million
> >    academic articles.
>
> >    Wow... is all I have to say! I think that this guy did it just to be
> >    an activist, but I would like to see how this trial proceeds.
>
> >    Personally I think that all journals should be open access - period.
> >    People who write the articles are either dead (as in the case of 17th
> >    century articles) or get paid no royalties for writing them. Journal
> >    editors get no money (or little money) for editing journals, and peer
> >    reviewers get nothing. I could go on a rant about this, but I
> >    won't ;-) Let's just all agree to publish in open access journals
> >    lol :-)
>
> >   Topic: Welcome to Online Learning Today... and Tomorrow<http://groups.google.com/group/edumooc/t/e058ba8bd551aa62>
>
> >    "b.d.boardman" <bdboard...@gmail.com> Jul 19 10:31AM -0700 ^<#131457991d2c7099_digest_top>
>
> >    Here is a quick article that I got from Inside Higher Ed.
> >    Basically, the article comments that drop out rates are higher for
> >    online than for "traditional" studnets:
>
> >    http://www.insidehighered.com/news/2011/07/19/study_finds_higher_drop...
>
> >    What do you all think?
>
> >    b.d.boardman
>
> >    "Apostolos K." <a.koutropou...@gmail.com> Jul 19 03:04PM -0700 ^<#131457991d2c7099_digest_top>
> >   Topic: MMS or Dashboard?<http://groups.google.com/group/edumooc/t/d0b0402343449f6e>
>
> >    Rebecca <rjho...@gmail.com> Jul 18 10:09PM -0700 ^<#131457991d2c7099_digest_top>
> >    Osvaldo Rodriguez <cor...@yahoo.com> Jul 19 12:00PM -0700 ^<#131457991d2c7099_digest_top>
> >    From: Rebecca <rjho...@gmail.com>
> >    "Apostolos K." <a.koutropou...@gmail.com> Jul 19 02:50PM -0700 ^<#131457991d2c7099_digest_top>
> >    "Apostolos K." <a.koutropou...@gmail.com> Jul 19 02:51PM -0700 ^<#131457991d2c7099_digest_top>
>
> >    Thanks for the resource Osvaldo! :-)
>
> >    I feel like this sort of information should be incorporated to the
> >    MOOC's main site because it's so useful!
>
> >   Topic: Google+ circles<http://groups.google.com/group/edumooc/t/97a9d168a7798f28>
>
> >    Jthornburgh <james.thornbu...@mccd.edu> Jul 19 12:52PM -0700 ^<#131457991d2c7099_digest_top>
>
> >    I would like a google+ invite also
>
> >    Kristine Buchanan <solicreati...@gmail.com> Jul 19 03:53PM -0500 ^<#131457991d2c7099_digest_top>
>
> >    I would as well! solicreati...@gmail.com Thanks! Kris
>
> >    Melissa Rizzuto <melrizz...@gmail.com> Jul 19 04:58PM -0400 ^<#131457991d2c7099_digest_top>
>
> >    Just sent you an invite, Kristine.
>
> >    On Tue, Jul 19, 2011 at 4:53 PM, Kristine Buchanan
>
> >    Kristine Buchanan <solicreati...@gmail.com> Jul 19 04:19PM -0500 ^<#131457991d2c7099_digest_top>
>
> >    :D Thank you!
>
> >   Topic: Shirley Gossack, Manager Student Engagement/ LA&PS is out of the
> > Office. <http://groups.google.com/group/edumooc/t/b118abab3c97143b>
>
> >    Shirley Gossack <sgoss...@yorku.ca> Jul 19 12:13PM -0400 ^<#131457991d2c7099_digest_top>
>
> >    I will be out of the office starting 07/19/2011 and will not return
> >    until
> >    07/20/2011.
>
> >    If you require immediate assistance please contact:
> >    Telephone: 416 736 2100 Ext 33668
> >    Email: mycen...@yorku.ca
> >    Website:www.yorku.ca/laps
>
> >   Topic: Week Four; Online Learning Apps and Mobile Learning<http://groups.google.com/group/edumooc/t/59b06f3fdb6720fd>
>
> >    Tim <tim.klap...@gmail.com> Jul 18 10:13PM -0700 ^<#131457991d2c7099_digest_top>
> 918.277.9864  M...@MarkClemons.com

Mark I. Clemons

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Jul 23, 2011, 7:10:37 PM7/23/11
to eduMOOC
Very interesting Laurence,

I can see that example 1 is distinctly not internet based if it is
solely on the phone.
This is a mobile course.

Not so sure about example 2 since it IS internet based and simply
triggered by the location, not much different from my golf course app
on my phone which tells me all about a certain golf course, hole by
hole, along with suggestions on how to play the hole.
In my field, HVACR, we have access thru our phone or a laptop to info
on a specific piece of equipment sometimes even by location along with
pics and videos of how to perform various services.
If the distinction is whether the course or info is internet based or
not, then mobile learning is limited to a very narrow definition or
limited to being fairly brief because of the limits of smart phones.
Does have some huge implications as phones and other mobile devices
are gaining in memory size almost daily.

But to me the advantage is the internet connection, I have gone to
having almost nothing on my netbook.
I have everything either on the cloud or on a memory stick, so I can
access it from a lot of different devices and locations.
All in all some very interesting developments going on.
> ...
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