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"One of the most visible approaches to peer learning comes out of cognitive psychology, and is applied within a "mainstream" educational framework: "Peer learning is an educational practice in which students interact with other students to attain educational goals ..." Via Leona Ungerer 
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George Siemens spoke with the Future Trends Forum about what's happening with data analytics in education. Via Ana Cristina Pratas, Edumorfosis
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This infographic outlines the learning theory pioneered by George Siemens and Stephen Downes. Via Ana Cristina Pratas, Miloš Bajčetić, Lynnette Van Dyke
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"We are so into MOOCs now that it’s too much for me. Gotta apply Ockham’s Razor 2.0 to this stuff.
At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.
Network-based MOOCs are the original MOOCs, taught by Alec Couros, George Siemens, Stephen Downes, Dave Cormier. The goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means. The pedagogy of network-based MOOCs is based in connectivist or connectivist-style methods. Resources are provided, but exploration is more important than any particular content. Traditional assessment is difficult.
Task-based MOOCs emphasize skills in the sense that they ask the learner to complete certain types of work. In Jim Groom’s ds106 at UMW, the learning is distributed and the formats variable. There are many options for completing each assignment, but a certain number and variety of assignments need to be done to perform the skills. Similarly, our POT Certificate Class focuses on different topics for each week, and skills are demonstrated through sections on design, audio, video etc. in an effort to expose learners to many different formats and styles in online teaching. Community is crucial, particularly for examples and assistance, but it is a secondary goal. Pedagogy of task-based MOOCs tend to be a mix of instructivism and constructivism. Traditional assessment is difficult here too.
Content-based MOOCs are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press. Community is difficult but may be highly significant to the participants, or one can go it alone. Content acquisition is more important in these classes than either networking or task completion, and they tend to use instructivist pedagogy. Traditional assessment, both formative and summative, may be emphasized. Mass participation seems to imply mass processing." from source: http://lisahistory.net/ Via ghbrett, ikasnabar, Vladimir Kukharenko
ghbrett's curator insight,
May 6, 2013 9:34 AM
Good post, points to SideShare post bye Sarah Schrire of Kibbutzim College of Education in Tel Aviv. ( http://slidesha.re/11NFMs9 ). Apparently the notion of MOOCs as a fad is settling down. Now educators, trainers, and others are beginning to better understand the development, content, design, and processes involved in running a MOOC. Also, there is a growing paradox in this space, the term "Open" occasionally does not imply free. I can imagine that there will be emerging pricing schedules from free to various fees set by the MOOC publishers. 
Difundi's curator insight,
June 13, 2014 5:41 PM
Explicación simple y clara de los tipos de MOOC: Network-based, Task-based, Content-based.
El modelo que sigue Difundi es el en el que se basa OpenMOOC, software en el que se basa y que fundamentalmente se encuadra en el tercer tipo (Content-based) pero, que puede tener fuerte componente del primer tipo (Network-based) si se hace uso de servicios externos en la nube, como son blogs, redes, documentos colaborativos, etc.
La calidad de los contenidos y la dinamización de un MOOC son elementos clave y depende de ello, que la tasa de terminación sea alta. Si la dimensión Network-based de un MOOC es mayor, más y mejor dinamización necesitará.
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"Stephen Downes has been making a few waves lately with his recent brief summary of Connectivism as a Learning Theory, which is a great deal easier to read than his 616-page book on the subject (that I confess to only having skimmed, though I read and followed some of the articles that fed into it ..." Via Leona Ungerer
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Maria Guillily's curator insight,
November 26, 2013 1:43 PM
In Kropf's viewpoint connectivism is arguing for the inclusion of engaging interactive online materials to drive learning and instruction. Kropf points to a number of examples of student engagement including the use of podcasts, Second Life, and mobile learning. One such example illustrates the use of Second Life in an MBA program to improve 'teamwork efforts and experiences with commerce". Connectivist instructional design will hopefully continue to elevate the discourse and utility of online materials in education.
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Learn #passion: #MOOC = "different activities for each person, various platforms + everyone has her own outcome" http://t.co/uwQ0BSao #KM Via Dr. Susan Bainbridge, Ken Morrison
Ken Morrison's curator insight,
February 18, 2013 3:10 AM
I am taking a course from Howard Rheingold at the moment. He is very skilled at building a community of colearners. |
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Online learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more from Stephen Downes
Via Yasemin Allsop, Mark E. Deschaine, PhD
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"This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism—an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ blogging in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface." Via Ana Cristina Pratas, Sabrina M. BUDEL
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Teachers and students can collaborate through social networks like Twitter, Facebook, Google, Instagram, LinkedIn, and Massive Open Online Courses. Technology and the Internet provide opportunities to collaborate for learning.
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luiy's curator insight,
May 6, 2014 5:04 PM
What is needed in education is something like a Personal Learner Knowledge Graph (PLKG): a clear profile of what a learner knows. It doesn’t matter where the learner learned things – work, volunteering, hobbies, personal interest, formal schooling, etc. What matters is that learners are aware of what they know and how this is related to the course content/curriculum. In a sense, PLKG is like the semantic web or Google Knowledge Graph: a connected model of learner knowledge that can be navigated and assessed and ultimately “verified” by some organization in order to give a degree or designation (or something like it).
If the education system can make the transition to learner knowledge graphs, instead of mainly content, the system can start to be far more intelligent than it currently is. For example, if I’m a student who spends summer months idly consuming beverages, I will develop a different skill set than someone who spent their summer volunteering and working (see video below for a discussion I had with Steve Paikin on the Agenda). Yet when the two of us start university in fall, the system normalizes our knowledge to the curriculum. We get the same content even though we are different people with completely different skills and knowledge. 
Fàtima Galan's curator insight,
May 8, 2014 5:08 AM
"What is needed in education is something like a Personal Learner Knowledge Graph (PLKG): a clear profile of what a learner knows."
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Summary by Monica Goddard: The author describes his participation in George Siemen's and Stephen Downe's MOOC, "Connectivism and Connective Knowledge 2008" (CCK08). This course had weekly guest lecturers and presentations, blogging assignments, discussions on Twitter, Facebook and Moodle. It was a highly interactive course with collaborative virtual meetings about discussions and presentations. Research indicates that course interaction is one of the primary measures of success and retention in an online course.
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"We are so into MOOCs now that it’s too much for me. Gotta apply Ockham’s Razor 2.0 to this stuff.
At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.
Network-based MOOCs are the original MOOCs, taught by Alec Couros, George Siemens, Stephen Downes, Dave Cormier. The goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means. The pedagogy of network-based MOOCs is based in connectivist or connectivist-style methods. Resources are provided, but exploration is more important than any particular content. Traditional assessment is difficult.
Task-based MOOCs emphasize skills in the sense that they ask the learner to complete certain types of work. In Jim Groom’s ds106 at UMW, the learning is distributed and the formats variable. There are many options for completing each assignment, but a certain number and variety of assignments need to be done to perform the skills. Similarly, our POT Certificate Class focuses on different topics for each week, and skills are demonstrated through sections on design, audio, video etc. in an effort to expose learners to many different formats and styles in online teaching. Community is crucial, particularly for examples and assistance, but it is a secondary goal. Pedagogy of task-based MOOCs tend to be a mix of instructivism and constructivism. Traditional assessment is difficult here too.
Content-based MOOCs are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press. Community is difficult but may be highly significant to the participants, or one can go it alone. Content acquisition is more important in these classes than either networking or task completion, and they tend to use instructivist pedagogy. Traditional assessment, both formative and summative, may be emphasized. Mass participation seems to imply mass processing." from source: http://lisahistory.net/ Via ghbrett
ghbrett's curator insight,
May 6, 2013 9:34 AM
Good post, points to SideShare post bye Sarah Schrire of Kibbutzim College of Education in Tel Aviv. ( http://slidesha.re/11NFMs9 ). Apparently the notion of MOOCs as a fad is settling down. Now educators, trainers, and others are beginning to better understand the development, content, design, and processes involved in running a MOOC. Also, there is a growing paradox in this space, the term "Open" occasionally does not imply free. I can imagine that there will be emerging pricing schedules from free to various fees set by the MOOC publishers.
Difundi's curator insight,
June 13, 2014 5:41 PM
Explicación simple y clara de los tipos de MOOC: Network-based, Task-based, Content-based.
El modelo que sigue Difundi es el en el que se basa OpenMOOC, software en el que se basa y que fundamentalmente se encuadra en el tercer tipo (Content-based) pero, que puede tener fuerte componente del primer tipo (Network-based) si se hace uso de servicios externos en la nube, como son blogs, redes, documentos colaborativos, etc.
La calidad de los contenidos y la dinamización de un MOOC son elementos clave y depende de ello, que la tasa de terminación sea alta. Si la dimensión Network-based de un MOOC es mayor, más y mejor dinamización necesitará.
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From research infrastructures ,reflections on the changes in the nature of research practices, to the significance of open access and how Connectivism occurs in classrooms, Stephen Downes explains ... ... Via Ana Cristina Pratas
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