User:Vtaylor/MOOCs


 * action map - goal, action, practice activity, information for activity

== Change 2011==

How this Course Works http://connect.downes.ca/how.htm - the process is actually Aggregate - Remix - Repurpose - Feed Forward


 * Change: Education, Learning, and Technology (Change11) http://change.mooc.ca/


 * self-service learning - needs support, direction, guidance, path - don't know what you don't know

Seven C's http://blog.learnlets.com/?p=1203


 * Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important.


 * Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need.


 * Crash: our commitment means we make mistakes, and learn from them.


 * Create: we design, we build, we are active in our learning.


 * Copy: we mimic others, looking to their performances for guidance.


 * Converse: we talk with others. We ask questions, offer opinions, debate positions.


 * Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.

other ideas, areas of interest


 * k-12, mobile, scitech, toys/games, assessment - connections, examples, application

== EC&I 831: Social Media & Open Education ==


 * http://eci831.ca - blog - hash eci831


 * network mentoring doc


 * course readings


 * links, my comments


 * EpCoP (ePortfolio) MOOC site, google group


 * http://littlebylittlejohn.com/task1/


 * diff - final project

== Differentiating Instruction == This course is for K-12 classroom teachers who want to learn strategies for differentiating instruction to better meet the needs of all learners.

Participants in this course will be introduced to learning theory related to learning styles and multiple intelligences, as well as web-based resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences.


 * syllabus
 * google group
 * Week 1 (Oct. 3-9) - Introduction to Differentiated Instruction

I volunteer at a local school here in Florida that has an Information Technology program withing the school. Students in the program work in teams on "challenges" - problem-based learning, integrated lessons so they get English, Spanish, Math and Science grades for subject-specific work in the project. The students are really engaged and learn a lot more than the core curriculum.
 * --Valerie Taylor 10:20, 4 October 2011 (UTC)

These students are also require to take standard tests. Time is set aside for the couple of weeks immediately before the testing to prepare for the kinds of questions and content that is being tested. Although this is a relatively new program, it is working well. Students in the program do better than the general school population on the standard tests. Even those students who were in the lower percentiles before entering the program, are demonstrating considerable improvement.

By and large, the girls in the program benefit more from the program. The complexity and real-world integration of many curriculum strands appeals to girls. They are surprised to discover the connections between subjects when presented with problems this way and have less difficulty mastering difficult, complex material in context. The amount of time students willingly put into these challenges is astonishing and gratifying.

Do you have the opportunity to introduce projects and integrated assignments while covering the required curriculum?

== Wrinting and common core==

The Common Core State Standards suggest that writing must live across all disciplines. Let's explore that idea.

The Common Core State Standards suggest that writing must live across all disciplines. This course is an exploration of what that might look like. Through conversation, reading, and writing together, participants in this course, developed in partnership with the National Writing Project, will explore what it means to write deeply across the disciplines as a way of learning, as well as what it might mean to ask students to write for a discipline.

== eduMOOC==

http://edumooc2011.blogspot.com/p/archive.html

iaep - it's an education project

Massive Open Online Class (MOOC) on “Online Learning Today...and Tomorrow.” It will continue through August 19. It is totally open, free, and collaborative. It can be totally asynchronous, or those attending can join in weekly panel discussions with experts in various aspects of the topic. This is an active and growing resource and networking center on the topic of "Online Learning Today, and Tomorrow." You will have the opportunity to meet many people around the world who share your interest in this topic. http://sites.google.com/site/edumooc/


 * eduMOOC - http://edumooc.blogspot.com/
 * OERu study group - http://wikieducator.org/OER_university/eduMOOC_planning_group/Case_study_EduMOOC oeru-edumooc@lists.wikieducator.org
 * Moodle / Nellie - http://www.integrating-technology.org/login/index.php


 * gaming and online learning - http://edumooc.wikispaces.com/Gaming+and+Online+Learning


 * K-12 - http://edumooc.wikispaces.com/K-12+Online+Learning

== k8mooc==

A eduMOOC is a big network of players, if we engage we will feel part of something big, and the community is very global, and it is a project.....the eduMOOC is sounding more and more like a game!! -Norman


 * How early can online learning be used with kids? How autonomous can they be at what stage? What kind of support do they need? At start up? Ongoing tutoring? Assessment?


 * Can kids participate in MOOCs? How would that work? Would it be different than the examples such as CCK or eduMOOC? Are there any special age- or grade- development specific requirements to be considered?


 * Assuming it is possible and/or practical to facilitate a MOOC for kids, what would it look like? How would it work?

Previous thinking - online learning and the need for "guide on the side" functionality


 * learner - personal learning objectives, may be influenced by accreditation or certification requirements


 * learning objects - resources, usually online but could be anything including dead trees, stone tablets, cave paintings


 * agents - track learner's progress, match appropriate learning object sequences based on personal preference, interests, development sequence, progress, objectives and desired/required outcomes


 * guides - subject matter experts, instructional designers, curriculum specialists, reviewers, cataloger, curators, librarians, collaborators, community, network

LEARNING OBJECTS


 * unit - page, image, video, podcast
 * collection - theme, connection [eg. repository, directory, library, bibliography, references, resources, catalog]
 * sequence - linear progression, structure / framework - building on prior knowledge / work [eg. lesson, textbook, course]

== iaep - it's an education project==


 * Sugar Labs Replacing Textbooks project - Booki for authoring / publishing, delicious catalog, XO teacher training


 * case studies, models, framework - book sprints, MOOC, short intense collaboration


 * development - collaborators, work plan, reporting / updates, evaluation


 * resources - catalog, booki


 * curation / assessment


 * promotion, feedback


 * Online Learning Today
 * What the Research Tells Us
 * Online Technologies Today and Tomorrow
 * Online Learning Apps and Mobile Learning
 * Public, Private & Open - Online Learning
 * Personal Online Learning Networks
 * Collaboratives, Collectives and Clouds
 * Online Learning Tomorrow 2011-2021

== other==


 * Designing OERu Credentials: Aug 29-Sept 13, 2011 - Thompson Rivers University (TRU) - prior learning - some interesting comments, academic, where to start offering - subject areas