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Day: February 15, 2017

Pinned to Community Cultures #mscedc on Pinterest

Pinned to Community Cultures #mscedc on Pinterest

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It’s not just about the negatives but the positive impact that MOOCs can have on education. I found the idea of promoting a learner-centred model interesting. Through the use of a flipped classroom I feel that an online course could enable in-depth discussions with my pupils, reinforce their physical performance and increase practical time within the classroom. However, do they show the ability to work independently and demonstrate self-directed learning and autonomy. Guidance would be compulsory alongside time-management, discipline and goal setting to ensure internal assessment outcomes are met.
References:
Bayne, S. (2014). What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology, DOI: 10.1080/17439884.2014.915851 (journal article)
Knox, J.(2013). Five critiques of the open educational resources movement.Teaching in Higher Education, 18(8), 821-832. DOI: 10.1080/13562517.2013.774354 (journal article)

Just Pinned to Community Cultures #mscedc: Five critiques of the open educational resources movement: Teaching in Higher Education: Vol 18, No 8 http://ift.tt/2lizk00
Will a degree made up of Moocs ever be worth the paper it’s written on ? The Guardian #mscedc https://t.co/Sl8Rd84s2Z

Will a degree made up of Moocs ever be worth the paper it’s written on ? The Guardian #mscedc https://t.co/Sl8Rd84s2Z

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Today, I brought the topic of ‘my new course within a course experience’ up in the staffroom at work. The topic of MOOCs raised a heated debate! The fact that anyone, anywhere, without prior experience or credentials can sign up and participate in a MOOC seemed to bother most of my colleagues. They even suggested that a MOOC wasn’t a qualification or of importance and that they should not be inserted into someones CV due to lack of value. However, if these individuals were to participate in a MOOC and experience the structure and knowledge gained from either an xMOOC or a cMOOC would they have a different perspective?

The fact that one can sign up and not necessarily need to pay may result in what Kozinet (2010) describes as a ‘lurker’ or a student that may not complete the course, which devalues the MOOCs worth. The fact that so many students can participate raises issue of quality. Baggaley (2014) speaks of MOOC advocates and the perception that MOOCs represent an ‘educational value meal’.  Stewart (2013) speak of the larger group learners within a MOOC and that they are a sea of unknown names and faces to which the teacher cannot humanly assess and validate the learning of each individual. There is such a variety of MOOCs that ones experience of a MOOC can influence their thoughts and perception of Open Education.

References:

Baggaley, J., 2014. MOOCS: digesting the facts. Distance Education, 35(2), pp.159–163.

Kozinets, R. V. (2010) Chapter 2 ‘Understanding Culture Online’, Netnography: doing ethnographic research online. London: Sage. pp. 21-40.

Stewart, B., (2013). Massiveness + Openness = New Literacies of Participation? MERLOT Journal of Online Learning and Technology, 9(2), pp.228–238.

via IFTTT https://t.co/Sl8Rd84s2Z http://twitter.com/LinziMclagan/status/831965883702587392

When an xMOOC puts limitations on the discussion forum(s)…

When an xMOOC puts limitations on the discussion forum(s)…

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After making my way through Week 1 of my course I logged into the discussion forum to see if anyone had reached out to our learning community….Tumbleweed…Am I the only one interested in conversation? The social aspect of the MOOC wasn’t what I expected due to the block readings, particularly by Bayne et al., Knox, Stewart and Kozinet.  I instead started to look over the course details and researched the set up. I come across information regarding our weekly quiz and find that participants can be removed from the course if they discuss the quiz on the discussion forums. The content is logical so I’m wondering what my new online learning community will discuss? Watch this space!

References:

Bayne, S., Knox, J., & Ross, J. (2015). Open education: The need for a critical approach. Learning, Media and Technology, 40(3), 247-250. DOI:10.1080/17439884.2015.1065272

Knox, J. 2015. Community Cultures. Excerpt from Critical Education and Digital Cultures. In Encyclopedia of Educational Philosophy and Theory. M. A. Peters (ed.). DOI 10.1007/978-981-287-532-7_124-1

Kozinets, R. V. (2010) Chapter 2 ‘Understanding Culture Online’, Netnography: doing ethnographic research online. London: Sage. pp. 21-40.

Stewart, B., (2013). Massiveness + Openness = New Literacies of Participation? MERLOT Journal of Online Learning and Technology, 9(2), pp.228–238.

ENJOYING The content forgetting about the course

ENJOYING The content forgetting about the course

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The Coursera xMOOC has provided informative video footage of course content with the lecturer explaining each video with transcripts and resources available to download. The content is both fascinating and useful for my own teaching. The only problem with choosing a subject that interests you for your mini ethnography is that you get caught up in the learning process. I keep forgetting to evaluate the process as I make my way through the course. The discussions have not surpassed the welcome introduction and I seem to be isolated in my own learning.

 

 

Nothing like a visual map of the MSCEDC community

Nothing like a visual map of the MSCEDC community

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I LOVE this MSCEDC Map created by Eli, it reminds me of section in Turner’s (2005) paper where he mentions the media artefact in the Whole Earth Catalog where readers found a geographically scattered community.

 

References:

Turner, F. (2005). Where the counterculture met the new economy: The WELL and the origins of virtual community. Technology and Culture, 46(3), 485-512. DOI:10.1353/tech.2005.0154