if the expectation is that MOOC participants will remix and repurpose information they find through their MOOC connections or on the Web, plagiarism and scholarly integrity may become a concern. Plagiarism was not an issue in FSLT12, but has been noted in some xMOOCs (Daniel, 2012).
Dr. Nellie Deutsch in conversation with Gina Bianchini in WizIQ
The paper concludes that while there are some preliminary positives about online PLC’s, educators’ thinking about online PLC’s has not moved beyond the scope of traditional PLC’s. In other words, more time will be required to truly evaluate their impact, but in the meantime, blended traditional and online PLC’s seem to offer the most promise.<br /><br />Read a summary of the report or the full report at:<br /><br />http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=368
This link is not working as I post this, so I need to check back later
Audrey Watters writes an interesting article here ranging from apocalypse to rapture to singularity and taking in MOOCs in the process and distilling all that to just ten universities, which is what Sebastian Thrun there will be 50 years from now.
> if you were to have students do an activity for 15 mins. in a traditional classroom env’t with computers to get a feel for connectivism, what would you recommend that could be meaningful?<br /> <br />15 minutes isn’t very long. But my first thought is this: have them read random people’s profiles for 15 minutes, logging what they see.<br /> <br />This is an exercise I do from time to time. Google or Yahoo or someone used to have a random home page search. Later, I’ve used random blog searches. Here’s an example of what I once did with LiveJournal (more than 15 minutes of course) - http://www.downes.ca/files/lives.htm and today of course you can do it with Twitter or Facebook or whatever.<br /> <br />The point of the exercise is to see how much bigger the world is than you thought it was, how close and personal each person’s life is, and to understand that everyone is the hero of their own story. Understand that, and you understand connectivism.
This is a pretty good video to help us visualize some potentials and challenges of MOOCs. A 12 min CBC effort, worth the time. Trivia quiz: at 2:06 in the video, "The term MOOC was coined by a pair of Canadian professors who saw huge potential in open online learning" Who were they? (Hint, identify the voice :-)
Uploaded on Jun 28, 2010
Professor David Crystal, one of the world's leading linguistic experts, challenges the myth that new communication technologies are destroying language
John McWhorter TED Talk on txting
Uh oh, major redesign? Considering what happened with Delicious, Yahoo Groups, and anything touched by Yahoo for that matter, ... well, Diigo hasn't been touched by Yahoo ...yet ... (please, Twitter, DON'T buy Diigo, go trash some other web site, thanks)
And sure enough, the handy alphabetical list of all your tags has now been replaced by tag cloud and my lists, and what you want is to get at the tag you're looking for, jeeez
George Siemens and Stephen Downes developed a theory for the digital age, called connectivism,
denouncing boundaries of behaviorism, cognitivism, and constructivism. Their proposed learning theory
has issued a debate over whether it is a learning theory or instructional theory or merely a pedagogical
view. While the theory presented is important and valid, is it a tool to be used in the learning process for
instruction or curriculum rather than a standalone learning theory? It has forced educators to look at what
is being done in digital education and rethink, debate, and philosophize over how each part fits.
Continually evaluating how each new generation learns with regard to instruction and curriculum serves
to hold education to high standards. Certainly this theory is worth our thorough consideration.
Hangout with Curt Bonk