A series by Edtech Dojo.
A series by Edtech Dojo.
I’m not going to reinvent the wheel and explain what a Massive Open Online Course (MOOC) is. Tons of people are trying to explain this “new” trend.
While I think most of the craze around MOOCs is the fact that some big institutions are offering interactive versions of their courses with recorded slides and video lectures, the what makes a MOOC engaging is what makes any sort of eLearning or Learning without the “e” engaging: clear objectives, connectedness, knowledge/skill transfer optimization, fun (why not?), scaffolding… all those words you threw around in grad school.
So, whether you’re designing a MOOC or any type of learning experience, forget the term, design it thinking of your audience and objectives that will help them acquire skills and knowledge they can actually USE.
The technology is an enabler, not a driver.
What is a MOOC?
Massive Open Online Course (Wikipedia)
MOOC Guide (Wikispaces)
Massive Open Online Course (references from Educause)
MOOC Advisor (blog and resources about MOOCs)
Explore a possible online instructional technology masters degree.
SuccessFactors’ Cloud Talent Success organization led by Jenny Dearborn has just been recognized as the #1 learning and development organization of 2013 by the Elearning! Media Group in the Performance Excellence category.
Read the article here to find out more about what it takes to be amongst the top learning and development organizations in the world!
Also, congratulations to U.S. Defense Acquisition University for the #1 spot in the Collaboration Excellence award.
I am proud to be part of this organization!
I know, too many buzzwords flying around. So, how do you keep up with all the terminology and make sure you’re not missing out on trends that *might* have a positive impact in your learning programs or personal learning experiences? Answer: keep up with resources such as this cheat sheet for Educational Technology Trends compiled by the people at Boundless in infographic form:
Source article from LearnDash.
Dr. Jenny Dearborn, the CLO at SuccessFactors, an SAP company, recently posted her point of view on an often neglected aspect of instructor-led training: the room arrangement. After all, the environment has a big part to play in how people learn in the classroom.
Now, how about virtual instructor-led training or even completely self-paced eLearning experiences?
How do you design learning from an environment perspective for virtual classrooms or eLearning? When you can’t physically arrange chairs, place computer monitors, mobile devices in strategic places to foster discovery and conversations, what do YOU do as an instructional designer and instructor?
Please comment below!
Several universities world-wide have made their courseware available in different formats over the years. A very popular format is that of podcasts on iTunesU or video lectures on Youtube. See, for instance, this broad list of “free courseware” offerings by major universities. Yale, for example, has made several past lectures available on their Open Yale website. The Open University lets students try course materials for free on their OpenLearn resources page, which. Often, these courses are nothing but pre-recorded videos and audio elements (not full interactive courses) made public by the universities as a form of community outreach (which is already great, don’t get me wrong).
However, Stanford University is blazing trails for open online courseware. Anyone (as long as they understand the recommended prerequisites)can sign up to take some of their courses online, free of charge in the Spring semester of 2012. The courses will consist of live lectures (which can also be see later in an archive), quizzes, and forums in which online students can ask questions.
The current Spring 2012 semester offerings include courses on an eclectic variety subjects ranging from Computer Science to Game Theory, from Anatomy to Linguistics:
Computer Science 101
by Nick Parlante
Software Engineering for Software as a Service (SAAS)
by Armando Fox and David Patterson
by Matthew O. Jackson and Yoav Shoham
Natural Language processing
by Dan Jurafsky and Christopher Manning
Probabilistic Graphical Models
by Daphne Koller
by Scott Klemmer
by Andrew Ng
by Chuck Eesley
The Lean Launchpad
by Steve Blank
by Professor Dan Boneh
by Tsachy (Itschak) Weissman
by Dr. Sakti Sirivastava
Design and Analysis of Algorithms I
by Tim Roughgarden
Making Green Buildings
by Professor Martin Fischer
List adapted from The Rohan Aurora blog.
Adobe acaba de lançar (gratuitamente) a ferramenta de desenvolvimento de conteúdo Web em HTML5 chamada Edge. Vocês estão considerando seu uso no desenvolvimento de conteúdo pra #EaD ?
Seria essa mais uma indicação da direção da Web rumo à padrões mais abertos?
The term “social” has become quite popular amongst those involved in Web development, marketing, journalism, and many other fields. Education isn’t immune to that trend. “Social media” seems to now have claimed the title of overused term from “Web 2.0.”
However, these technologies that allow sharing of information, more importantly, coordination of efforts and co-authoring of knowledge, do in fact play an important role in society and Education.
Technologies like micro-blogging, wikis, blogs, social bookmarking, and many others are commonplace in any Educational Technology blog these days.
But why is it that corporations and institutions seem to to keep focusing mostly on the mass production of self-contained, self-paced, self-service learning experiences canned in Learning Management Systems (LMS) that only care about reporting page clicks and final scores in formats friendly to our famous Sharable Content Object Reference Model (SCORM)?
Whenever social media is implemented in the workplace or at school, it seems more like an attempt to “do what everyone else is doing so we’re not behind” but everyone struggles to understand the real value of doing it. It’s almost like it social media is secondary to our traditional forms of learning support.
With the current state of eLearning, we are creating isolated and isolating, lonely, mechanical learning experiences and blaming it on “autonomy”, on “self-pacedness…”
The focus needs to be shifted to the value in creating networks of learners to support informal, life-long learning that takes place in “communities of practice” that offer real life learner-to-learner support and empathy. eLearning as it is now, “courses” encapsulated in Flash and HTML, needs to become the secondary learning experience… or at least be just a support knowledge repository, a place learners go to only to start understanding concepts before diving into discussions with their peers in their communities. In the least, we need to allow learners to go build discussions around the existing courses. Experiences similar to what technologies like VoiceThread allow us to.
The issue is, perhaps, that institutions don’t know how to track real learning. They know how to tally number of page clicks and quiz scores, but not life-long, real learning…