Browsed by
Tag: Comments for Matthew’s EDC blog

Comment on My mini-ethnography about a MOOC by hwalker

Comment on My mini-ethnography about a MOOC by hwalker

Comments 0 Comment

Matthew’s netnography: https://www.thinglink.com/scene/891540343860756482#

Matthew: what a great idea to use Thinglink and the airport metaphor is an interesting one. As Daniel has already noted, you’ve done a brilliant job with the medium. I’m struck that you felt that MOOCs were only the start of a learning journey and not the heady flight itself; is this a comment on the superficiality of the learning which can happen within a MOOC environment? Or something else?

Thanks for sharing your work and your experience of what sort of confrontations can happen within an online community.

from Comments for Matthew’s EDC blog http://ift.tt/2mQmpRb
via IFTTT

Comment on Zygmunt Bauman’s notion of ‘cloakroom communities’ (https://t.co/l7idISu5pZ 2nd ZB comment down) – can MOOCs ever be more than that? #mscedc by hwalker

Comment on Zygmunt Bauman’s notion of ‘cloakroom communities’ (https://t.co/l7idISu5pZ 2nd ZB comment down) – can MOOCs ever be more than that? #mscedc by hwalker

Comments 0 Comment

This is a really interesting analogy, Matthew and chimes with Jeremy’s observation in the tutorial that MOOC ‘communities’ are perhaps defined more by a shared purpose – by things they are expected to ‘do’ as members of that community – than by any strong social bonds.

Zygmunt Bauman’s notion of ‘cloakroom communities’ (https://t.co/l7idISu5pZ 2nd ZB comment down) – can MOOCs ever be more than that? #mscedc

from Comments for Matthew’s EDC blog http://ift.tt/2lzHscR
via IFTTT

Comment on Watching https://t.co/wXl8P9SUOO the key = ‘correctly’ (2:01 mins in). But what does it mean/look like? Cf. https://t.co/BgN7Z5Nlka #mscedc by hwalker

Comment on Watching https://t.co/wXl8P9SUOO the key = ‘correctly’ (2:01 mins in). But what does it mean/look like? Cf. https://t.co/BgN7Z5Nlka #mscedc by hwalker

Comments 0 Comment

I was on a stand demonstrating O365 at BETT…it was a long week.

The conversations I had with teachers and with other exhibitors about technology, teaching and learning reflected exactly the instrumentalist views which you and James highlight. I read the Bayne paper on the way to the show and this heightened my awareness of the over-riding rhetoric present during the show, that technology is ‘in service’ to learning; it is a ‘tool’ which will ‘improve outcomes’ and ‘engage learners’.

I didn’t get to listen to any of the talks (I missed Ken Robinson(!)), so I’m not sure if a more nuanced position was offered by the speakers in the BETT arena. I fear it probably wasn’t. Also, based on my visits to numerous schools over the years, I fear that the assumptions and beliefs expressed about technology are echoed, at scale, in the wider education community.

from Comments for Matthew’s EDC blog http://ift.tt/2k8cqVD
via IFTTT