User:Vtaylor/MOOCs/MOOCs 2012

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2012


Designing a New Learning Environment

  • team project - Hybrid - add mobile to our middles school program utilizing a blended learning format and learn how this group performs. Colorado Mountain College

Week 6: Journal Article Response - Article Review - Action Research Approach on Mobile Learning Design for Underserved - What is the title of the article, author of the article, and the name of the journal where the article was published - What are the 3 most interesting or surprising things you learned? - How what you read can be applied to the design or implementation of educational environments or tools?

  • Mobile innovations, executive functions, and educational developments in conflict zones: a case study from Palestine. Elizabeth Buckner, Paul Kim. 2011. - increasingly important skills for today and tomorrow’s youth are problem solving, strategic planning, creativity, and critical reasoning. The need for a major curriculum renewal is perhaps most pressing in many developing nations. a ‘‘hidden curriculum’’ or a ‘‘a pedagogy of the oppressed,’’ which encourages following directions and memorizing information, rather than posing and

solving questions.

  • Socioeconomic strata, mobile technology, and education: a comparative analysis. Paul Kim, et al. 2010. - Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. mobile technologies have great potential to contribute in education - easy to access, promotes autonomous learning, motivates students to learn, encourages student collaboration and communication, and supports inquiry based instructional activities.
  • Action research approach on mobile learning design for the underserved. Paul H. Kim 2008 - cyclical action model with four distinctive stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved in the study to design, test, and enhance a mobile learning model. six guiding investigative criteria (Situation Specificity, Cultural Sensitivity, Practical Usability, Theoretical Applicability, Economical Scalability, and Viable Sustainability). This framework was adopted from a literacy development mobile learning concept named ‘‘PocketSchool’’ (Kim et al. 2008). learning content - personalize, localize, use / level tracking > presentation sequence.


Week 5, Video 1: Learning Technology Design Principles II - Every student knows something. Nobody knows everything. No one can do everything alone. Program Cohesion, Generating Learnable Moments, Self-regulated Learning

Assignment 4 - Learning Classification Chart using Bloom's Taxonomy with Edmodo

  • Remember - Edmodo quiz Fill in the Blanks - the context is provided to retrieve relevant knowledge
  • Understand - Edmodo quiz Multiple Choice - check ability to construct meaning by selecting "best" choice
  • Apply - Edmodo post - contribute link to resources that demonstrate application of information
  • Analyse - Edmodo quiz Short Answer - respond to prompt to break material into constituent parts and show how parts relate
  • Evaluate - Edmodo quiz True/False - make judgement based on criteria
  • Create - Edmodo assignment - create an Edmodo quiz question

Week 4: Technology, Content, Pedagogy, & Value, AND Learning Technology Design Principles Part I


Assignment 3 - Prescription for a Learning Problem - Lack of motivation [1]

Week 3 Assignment 2 - Needs analysis

  • questions around an education ecosystem - Describe the learners, the learning needs, the ecosystem, infrastructure and resource factors that influence implementation, and any existing learning program (if applicable)
  • Learning topics (1 point)
  • Learning objectives (1 point)
  • Students/trainees/audience
  • Environmental context/learning conditions (2 points)
  • Implementation factors (2 points)

Working with the local Middle school 7th grade science teacher, there is an opportunity to introduce smartphones as an optional activity in these classes, to provide some differentiation for general science students as well as advanced students.

The teacher is using a Layered curriculum for each module. Each modules is approximately 2 weeks, with a pre-test, C, B, A activities, deliverables, and post-test. Within the classroom, there are shared computers with limited internet access and filtering, lab equipment, printed worksheets, textbooks. The textbook adoption includes learner and teacher access to a comprehensive online resource for re-teaching and enrichment. There is no assigned homework, and there is prescribed grading, prescribed lessons by week, state standards and tests.

To add the option for learners to use their smartphones to complete some of the activities, the learners require some direction in the form of "paths" - a framework for learner selection from range of options, to provide equivalence and coverage. The Step-down resources or activities cover what the learner needs to know to understand this segment. The Step-up resources or activities provide opportunities to learn more...

The local school district is supporting teachers interested in getting to handheld learning by providing technology support for learners and teachers. Many kids have smartphones, and using them can extend learning beyond classroom, bring personal technology into classroom, promote self-directed learning, as well as cultivate curiosity and critical thinking.

  • Network of strings / nodes / networks of OERs - models - Yelp user input. Pandora, Amazon recommendations based on patterns.
  • representation / display - start here, need to know to begin, more / less depth / complexity.


Week 2 Assignment 1

  • Find 3 interesting learning environments or education technologies, and explain 3 positive aspects and 3 negative aspects for each - Edmodo, Moodle, create/ pre-made mobile lessons - Florida ?, Learning Genome
  • Edmodo - free, institutional available, training - teachers, students, sample activities, support community, basic functionality, mobile app access. limited advanced / rich functionality, administration coordination / standardization, open content
  • Moodle - broad functionality, robust, training, documentation, supports inclusion of external content, free app, support community, hosting services available. mobile limited, limited collaboration on shared OER repository
  • Learning Genome Project - personalized learning environment, teacher / parent / guide can suggest specific resources, crowd-sourced creation of repository of educational resources. proposed, development will depend on raising funding. update 2012.10.29 - ? learner's pln / documentation ? self-assessment / feedback ? evidence of mastery = creation
  • CPALMS - resource center - lessons, activities, assessments, standards, peer reviewed, searchable, some online interactive. not learner-centered, specific to Florida state standards
  • University of Wolverhampton Professor John Traxler discusses mobile learning and education in a technologically-agile and responsive society, and USC Professor Guilbert Hentschke shares his perspectives and vision of technology as a vehicle to expand access to education.


team projects


Crash course in creativity

2012.10


CFHE12 Current/Future State of Higher Education

  • Digital Literacies 101 – What MOOCs Really Teach messy, distributed, traceable, remixable, quantified literacies of the digital age. mass hands-on participation within networked learning environments – where a peer may play as profound a role as a professor and that’s part of the system. it’s possible to be a student and still be self-directed


  • Principles of good formative assessment and feedback 1. Help clarify what good performance is (goals, criteria, standards). 2. Encourage ‘time and effort’ on challenging learning tasks. 3. Deliver high quality feedback information that helps learners self-correct. 4. Provide opportunities to act on feedback (to close any gap between current and desired performance) 5. Ensure that summative assessment has a positive impact on learning? 6. Encourage interaction and dialogue around learning (peer and teacher-student. 7. Facilitate the development of self-assessment and reflection in learning. 8. Give choice in the topic, method, criteria, weighting or timing of assessments. 9. Involve students in decision-making about assessment policy and practice. 10. Support the development of learning communities 11. Encourage positive motivational beliefs and self-esteem. 12. Provide information to teachers that can be used to help shape the teaching


  • learners may engage more effectively by finding their own resources to share and then seeing how others respond. That’s what keeps Twitter ticking over for many academics, after all. ... what if participants had all introduced themselves by linking to a locally relevant reading that speaks to the way in which higher education is changing (or not) right where they are? Curating these in a wiki or social bookmarking system would have created an instant bibliography of the most up to date higher education research and commentary sorted on a country-by-country basis. [3]
  • MOOCs as a classroom (MOOCl) / place for teaching and learning everywhere, especially using cell phones. Outreach to population who need this?? - interesting reference to OERs and online courses - been there and done that 10 years ago with Sofia project. The Massive is new as is the facilitation for personal learning which will be challenging to get needy learners to know about.
  • using gRSShopper! The daily emails are wonderful - exactly what works for me.
  • There have been some references to MOOCs to help alleviate the lack of access to teachers in developing areas where poverty and lack of education severely limit any hope of improvement in the present conditions.

2012.10


MobiMOOC Sept 2012

  • overall, some good interesting information. Unfortunately, I didn't find a way to follow the progress in a way that works for me. Several different threads that were difficult to follow through the wikispaces entries and Google group. Did find some links and a couple of videos / sessions that were interesting. Seemed to be a lot about academic research and what might become useful frameworks and practice but have to wait for 10-12 months before any of that would be available to practicing educators. Some other projects were being proposed but they had equally long lead times. Nice for them but frustrating for folks who are working with students who could benefit from using the technology right now!
  • mlearning - personal definition - Learning - pocket-size, unique interaction needs / access / display / capture / reflect - me, here, now + everyone, everything, anywhere, anytime - informal, emergent, context * k-8 - learner-centered discovery, facilitated / directed / differentiated - new ways to personalize and expand options / offering * mobile learning where students and teachers can move seamlessly between devices, technology and mediums whilst learning is essential [4]
  • theory - 5 moments of need, individual/social, distance. Koole FRAME model - people, devices, social. Quinn 4Cs - content, compute, capture, communicate. start small, practice, keep improving - iteration. translate / old with new technology - new methods / transformative. small discrete nuggets of learning - separate, multiple access, tool, collaboration. HTML5. ebooks as reference. implementation - not device dependent. can't be solved just with info on phone - integrate activities. don't try to control everything - learners will contribute, support, lots of evolution, new ideas. content & apps - separate, flexibility, resilience. frameworks, packages - app and content packages ecosystem. usability, pedagogy, mobile web design.
    1. use mobile to do stuff 2. let the learners help 3. all about context (learner centered) 4. allow space to iterate (plan for agile 5. one size does not fit all
    context - moment of need, activity. weaving into existing. providing blocking for students' phones if parents wish. quality of teaching by connecting teachers through phone use and sharing - phones as mini computers. sms - more difficult to use extensively. MXit web based messages, cost can be a problem/different. personal - relevant, specific area of need. video explanations popular, app is a shell. eg. disaster relief. m-learning.org triballabs.net geaff stead

5 core elements: • 1. Define the goal of the mLearning project? What needs does it address? 2. Get all the stakeholders involved. 3. What are your planned learner dynamics. 4. What is the (mobile) infrastructure like in the target area you will be rolling out your project? 5. Who is your target audience? What is the mobile situation for your target audience?

Knowing the above steps, you can get more practical: • 6. Could security be an issue? Sensitive information/location 7. What will be the core devices you will cater for? BYOD or not? 8. How will you design the content? Authoring tools or programming or social media or text? 9. What are your strategies your mobile content delivery ? 10. What is a mLearning content user allowed to do? 11. What will be your user policies?

More elaborate: [5]


2012

CEM Starter Kit (which is timeless--http://bit .ly/CEMStarterKit), send them a link to your favorite kick-off (http://bit .ly/CEMKickoff) or closing (http://bit .ly/CEMwrapup_nextsteps) session (the kickoff sessions, in particular, contain links to a wealth of supporting materials), encourage them to join the CE Book Club (http://connectededucators.org/cem/book-club/),


  • 2012.06 - Teaching online Jun 2012 - Nellie Intro video


OCL4Ed12-06 Open Content Licensing for Educators

May - June 2012


  • Monday, 18 June 2012 - Stephen Downes, Desmond Tutu, survey, open source, resources, sharing, remix, redistribution, digital freedom, David Wiley, Creative Commons
  • Thursday, 17 May 2012 Are PDFs open educational resources? I am noticing that many so-called open resources are available online in PDF format - 350 pages! How do they fit the model for reuse, redistribute? Are these PDFs really open educational resources?
  • Wednesday, 16 May 2012 : I have recently moved to Daytona FL from Silicon Valley CA. I have been teaching online courses at DeAnza College for more than 10 years, using Moodle for much of that. I have an MS Ed in Online Teaching and Learning from CSU - completed online. Graduation was the first in-person meeting for most of the 30 graduates and faculty. I facilitate professional development workshops on using technology to support learning. I have been an active participant and contributor to Open Textbooks and WikiEducator. I'm looking forward to getting to know folks in Florida who share similar interests and challenges.
    * * My name is Caroline Reed. I am the Interim Director of Public Services at New College of Florida, a small, liberal arts college that is part of the larger University System in Florida (USA). I enrolled to learn more about copyright and creative commons issues as well as resources that are out there. Looking forward to picking up information from colleagues in this course.
    * * Hello, I'm Natalie Rector, and I'm a librarian at New College of Florida in Sarasota, FL USA. I'm interested in emerging trends and technologies and open source education is very much an emerging trend that I believe will only expand in the future. In this vein, I'm interested in learning how LMS systems work, and how the academic library can enhance their services through open source education. Thank you.


  • Wednesday, 16 May 2012 : Hi Robyn. I'm helping out at a new K-8 technology school in Florida in the US. The kids are 5 - 14 years. There is a lot of interest in using open resources and technology in teaching and learning. Many others in this course are focused on higher education and high school. Sounds like we have similar interests and challenges with younger learners.
    * * Hi, my name is Robyn and I am currently working in Adelaide, South Australia, at Open Access College. This is a government R-12 school teaching students in other locations. My role is working with staff to use/develop interactive, digital learning opportunities/tasks/objects for students who range in age from 5years old to adult, across all learning areas. I am looking forward to meeting many like minded people and learning about, and finding solutions to, the sharing and copyright issues we face.


  • Wednesday, 16 May 2012 : Good to hear from you. It will be great to work together on OER. You can find our materials on COL's website through the link below: http://www.col.org/resources/crsMaterials/osoer/Pages/default.aspx We are still working on Geography, but completed Physical Science, Life Science, Entrepreneurship and English at Gr10 level. We are in the process to develop a learning portal to host the lessons. It should be available to learners and tutors from July 2012.
    * * I read your introduction - We developed OERs in 4 subjects at junior secondary school level and still busy with 5th subject. I am working on similar projects with a school in Florida in the US. We would be very interested in collaborating with you. Are your subjects available for us to see? What are you working on now? What are some areas or projects where we might work together?
    * * Hi, My name is Jan Nitschke. I am working at the Namibian College of Open Learning as Deputy Director for Programmes and Materials Development. The development of OERs is the responsibility of my division. Our institution took part in the COL OER project for open schools in small states. We developed OERs in 4 subjects at junior secondary school level and still busy with 5th subject. I am interested to learn more about OERs and how our institution can make a contribution.
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