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Scoop.it!
A hub for academic and industry researchers with news, discussion and resources on the use of game design in non-game contexts Via Bruno De Lièvre 
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Scoop.it!
For many of us, the idea of professional networking conjures unctuous thoughts of pressing the flesh with potential employers, laughing at unfunny jokes, and pretending to enjoy ourselves. Via The Learning Factor, ismokuhanen
The Learning Factor's curator insight,
February 11, 2015 10:45 PM
According to a recent study people avoid professional networking—even though it's good for their careers—because it makes them feel physically dirty.
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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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SoftEther VPN Project develops and distributes SoftEther VPN,
Via Gonzalo San Gil, PhD.
Gonzalo San Gil, PhD.'s curator insight,
January 5, 2014 1:03 PM
* #Open #Secure #VPN for #all #OS's
Scoop.it!
"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. |
Scoop.it!
“Visual thinking is the foundation for being creative and solving some of the most complex problems,” explained author and founder of Innovation Studio Lisa Kay Solomon. Solomon and Emily Shepard of The Graphic Distillery discussed the key role of visual thinking in innovation at a recent Stanford GSB Mastery in Communication Initiative talk. Below, they share five visual-thinking based skills that disruptive innovators must master: Via Sharrock
Scoop.it!
How to evaluate yourself, including your skills and time, before jumping into an open source project. Then, how to evaluate an open source project before stepping into the community. From seasoned open source developer, Matt Micene. Via Gonzalo San Gil, PhD.
Gonzalo San Gil, PhD.'s curator insight,
October 1, 2014 2:53 PM
# ! ... like a first time...
Scoop.it!
Le jour va bientôt se lever pour une civilisation qui se concevra elle-même comme un sujet cognitif à l’échelle planétaire. L’intelligence vivante (et non pas l’intelligence artificielle!) d’une grande civilisation numérique nous attend dans un avenir qui n’est pas si lointain, avec les communautés qui l’animent et les individus qui la portent. pierre levy, no seu blog http://pierrelevyblog.com/2014/02/03/causerie-debat-sur-ieml-et-les-ecosystemes-didees/ Via Rodrigo Mesquita, Manuel Pinto
Rodrigo Mesquita's curator insight,
April 3, 2014 5:02 PM
neste link http://www.franceculture.fr/emission-place-de-la-toile-pierre-levy-2014-02-15, podcast para uma boa conversa com pierre levy sobre inteligência coletiva na era da rede, com uma edição musical fantástica. Cela fait approximativement 5 ans que j'ai contacté Pierre Lévy (page Wikipédia, blog, @plevy sur Twitter) pour la première fois en lui demandant quand il passerait par chez nous. Je pensais que cela prendrait quelques mois, il aura fallu 5 ans. Ce qui m’intéressait alors, et qui m’intéresse toujours, c’est qu'il est un pionnier de la réflexion philosophique sur Internet. En particulier dans la sphère francophone. Dès le début des années 90, il a pris Internet au sérieux et l'a interrogé avec les armes de la philosophie. Ce qui l'a guidé à l’époque, et continue à le guider, c’est la notion d’intelligence collective. Intelligence collective comme phénomène à l’œuvre dans les réseaux, mais aussi comme possible à construire, avec des outils théoriques aussi bien que logiciels.
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The leading software for knowledge management and analytics with Bayesian networks.
luiy's curator insight,
October 5, 2013 10:43 AM
BayesiaLab is a powerful desktop application (Windows/Mac/Unix) for knowledge discovery, data mining, analytics, predictive modeling and simulation - all based on the paradigm of Bayesian networks. Bayesian networks have become a very powerful tool for deep understanding of very complex, high-dimensional problem domains, ranging from bioinformatics to marketing science. BayesiaLab is the world’s only comprehensive software package for learning, editing and analyzing Bayesian networks. It provides perhaps the easiest way to practically apply artificial intelligence tools, thus transforming and, more importantly, massively accelerating research workflows. 
Fàtima Galan's curator insight,
October 7, 2013 6:53 AM
"BayesiaLab is a powerful desktop application (Windows/Mac/Unix) for knowledge discovery, data mining, analytics, predictive modeling and simulation - all based on the paradigm of Bayesian networks. Bayesian networks have become a very powerful tool for deep understanding of very complex, high-dimensional problem domains, ranging from bioinformatics to marketing science." |
