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25 Years of Ed Tech
7 minutes | Oct 24, 2021
Thank you @OpenEdGlobal for the #OEAward2021 for the @YearsEd Project!
A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team: The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons; Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format. Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book. The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks. Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse. This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint. And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed): Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D’Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singh Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet.
29 minutes | May 6, 2021
Between the Chapters: Retrospective - THE END!
This 25 Years of Ed Tech Audio Project has been a blast! Thanks to all of the community: Readers of the chapters Guests for the "Between the Chapters" book club episodes The community of listeners Martin Weller -- who let us remix his book! We appreciate ALL of you and are grateful for your contributions in this @YearsEd audiobook project. Thanks y'all! In this episode, you'll hear Clint Lalonde and Laura Pasquini give their 4 L Retrospective -- the things they loved, loathed, longed for, and Learned + what's next on the horizon of audio works. Did you miss this BONUS episode?: #OERxDomains21 Panel: OER & the @YearsEd Project We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 15th to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. If/When we receive these audio reflections, you might see a few extra episodes in this podcast feed. :) Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
22 minutes | May 3, 2021
Conclusions: Reclaiming Ed Tech
Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller.
50 minutes | Apr 29, 2021
Between the Chapters #25: searching for the commons in the wasteland with @savasavasava & @audreywatters
For Between the Chapters episode, Laura is in conversation with Audrey Watters and sava saheli singh to navigate these troubling waters of educational technology. This episode swirls around the ed tech’s dystopian storm from Chapter 25; however, we all agreed there are many dark aspects from previous chapters and years prior to hit the fever pitch of 2018. The issues and challenges of a number teaching and learning technologies have been brought up in previous bonus book club chats. Beyond avoiding the sci-fi plot being drafted by technology companies, we can find agency through refusal and doing more than just being critical of ed tech. We need to return to a sense of “the commons” in higher ed, where care and compassion coexist with our practices -- let’s pack up our values & build that space again, my friends. New Round of Chan Zuckerberg Initiative Grants Steers Clear of Ed Tech Pushback Against Summit Learning Implementation in Kansas – “Start of a Rebellion,” or a Learning Experience? So You Want the Tips and Tricks of EdTech Integration… (Sal Khan) Ender’s Game (book) Black Mirror (TV) How China Is Using “Social Credit Scores” to Reward and Punish Its Citizens The West could be closer to China's system of 'social credit scoring' than you think Networked professional identity and community online (reflections) California Consumer Privacy Act (CCPA) Canada’s Anti-Spam Legislation General Data Protection Regulation (GDPR) Schools Are Deploying Massive Digital Surveillance Systems. The Results Are Alarming Pushback Is Growing Against Automated Proctoring Services. But So Is Their Use Proctorio vs. Ian Linketter Defence Background: Ed-Tech Specialist Fights Proctorio Lawsuit Listening to Refusal: Opening Keynote for #APTconf 2019 by Donna Lanclos Refusal, Partnership, and Countering Educational Technology’s Harms by Charles Logan Un-Annotated by Audrey Watters More than 60 academic programs at Laurentian University cut due to insolvency issues Oakland school board unanimously agrees to eliminate its police force We Do This ‘Til We Free Us by Mariame Kaba What is the Prison Industrial Complex? Questions asked: Where do the responsibilities lie for educational technology? When was the last time you resisted technology? How do you use refusal in ed tech? What should we refuse or resist more, in general? Where did the common go in our shared institutions? How can we build a better community to have reciprocity and responsibility for one another in ed tech/higher ed/life? What if we do decide that ed tech makes things worse? Where do we go if ed tech is actually a dystopian project? What is it that we value that is not wrapped up in ed tech we want to take with us? How do we reclaim some of the agency, hope, and good stuff we thought would come out of ed tech? If there is a commons somewhere, where is it? Can we get an invite? Continue learning from these guests of the pod: Audrey: https://audreywatters.com/ sava: https://www.screeningsurveillance.com/ We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.
20 minutes | Apr 26, 2021
Chapter 25: 2018 Ed Tech's Dystopian Turn
For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of education’s problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott.
40 minutes | Apr 22, 2021
Between the Chapters #24: beyond the blockchain buzz with @dkernohan
For this Between the Chapter episode, Laura chats with David Kernohan about the blockchain and other odd things happening around the year 2017: Chapter 24. This episode will not explain what the blockchain is, but take a broad perspective about the times, questioning trust, and changing of systems. Spoiler Alert: We don’t want to crush your hopes and dreams about blockchains, but there's no real lasting impact for it in higher ed. Chapter 2: Blockchain. Blockwhat?! (Season 1 of ZigZag pod for more crypto) Still not sure about it: Here’s a Blockchain Technologies course The Blockchain Revolution and Higher Education via Educause How blockchain could change higher ed via IBM How Blockchains are Transforming Adult Education by @johndmk Blockchain in Education via US Office of Educational Technology A Fresh Look at Blockchain in Higher Ed Digital Diploma debuts at MIT The Death of Expertise by Tom Nichols On Expertise in Higher Ed Triumph of the Thought Leader… and the Eclipse of the Public Intellectual We Don’t Need No Stinking Thought Leaders Nate Silver’s FiveThirtyEight “Give us back our old gods” It’s good to be king… People want to hear from experts The Role of Public Intellectual by Alan Lightman Blockchain – don’t ask how, ask why by David Kernohan Democratizing Ideologies and Inequality Regimes are @tressiemcphd’s observations on “roaming autodidacts” Black Cyberfeminism: Intersectionality, Institutions and Digital Sociology (Daniels, Gregory, & McMillan Cottom, 2016) Roaming Autodidacts and the Neo-Reactionaries #OER17 'Age Of Anger' Chronicles Rise Of Populist Backlash A Libertarian Walks into a Bear by Matthew Hongoltz-Hetling; TLDR article Libertarian vs. Bear Outlawed by Cara North Think Again by Adam Grant What You Need to Know About NFTs What's An NFT? And Why Are People Paying Millions To Buy Them? Enjoyable & factually accurate: NFTs - SNL skit Questions: How can we create a set of ground rules that share trust and expertise in learning, credentials, and more? Will blockchain help? How are you thinking about long term storage of digital artifacts, projects, and initiatives? How do we decide which digital artifacts are given resources, time and money, to preserve these learning objects? Are you interested in owning an NFT art piece of Martin Weller’s face? Are you using blockchain technology in higher ed? Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquni. We want to hear from YOU, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections
24 minutes | Apr 22, 2021
BONUS: #OERxDomains21 Panel: OER & the @YearsEd Project
In contemporary journalism, if a news story is described as “having legs” it means it has the ability to evolve and remain relevant over a long period of time to a wide community. This concept of “having legs” can also be applied to the creation of OER as there is an embedded assumption by the creator of a work that, by assigning an open license to it, their work will become flexible enough to develop “legs” and continue to be successful on its own through adaptation and adoption by others. On this panel from April 21st we talk about the “legs” on #25YearsOfEdTech lessons learned and things to consider for OEP work. Apologies for the extra sounds, we forgot to turn off the Discord notifications so you will hear people coming and going from our channel. Enjoy! Does this story have legs? Google Doc from the session Archived Video of this Session Research Shorts with @veletsianos Laura’s “behind the making” of Research Shorts How “Between the Chapters” got started Transcriptions: otter.ai & volunteer help? Listen to these podcast episodes to learn more about: The drafting of the book -- from blog post to open book with Martin Weller The how & why this audio project got started with Clint, Laura & Martin The production, tools, and process of making of the bonus “Between the Chapters” episodes Laura is interviewed by Jason Finnery The call for the community to participate to share their audio reflections a metapod with Martin, Clint & Laura + blog for the call to podcast We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections. When recorded, send a message or tweet.
19 minutes | Apr 19, 2021
Chapter 24: 2017 Blockchain
Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn.
43 minutes | Apr 15, 2021
Between the Chapters #23 looking in the black box of A.I. with @hypervisible
In this episode of Between the Chapters, Laura chats with Chris Gilliard about artificial intelligence (A.I.) in educational technology from Chapter 23 of Martin’s book. If you don’t follow the prolific Twitter account of @hybervisible -- you should. He’s been railing against the broad, sweeping claims ed tech vendors make about A.I. and outcomes of these software/systems in higher ed for a while. How does ed tech codify teaching, learning, and administration needs at our universities and colleges with a.i.? If things seem magical or improbable, we need to have more critical questions and understanding of how these “black boxes” work for our campus stakeholders. We talk about how robots may or may not be coming for our jobs, and what we need to understand about the technologies implemented for our work. Artificial intelligence As LL Cool J says “Don’t Call It A Comeback” Potemkin AI by Jathan Sadowski Mechanical Turk Definitions via IBM: Artificial intelligence, machine learning, and deep learning WALL-E Not Cheating: These students figured out their tests were graded by AI — and the easy way to cheat How to Prevent Zoom-Bombing An ed-tech specialist spoke out about remote testing software — and now he’s being sued Under Surveillance: Privacy, Rights, and Those Capitalizing On Us Texas A&M Drops “Race” from Student Risk Algorithm Following MarkupInvestigation Between the Chapters: Learning Analytics - asked what is learning? How AI and Data Could Personalize Higher Education via HBR Successful AI Examples in Higher Education That Can Inspire Our Future How AI Chatbots and Virtual Assistants Will Transcend the Current Constructs of Education How Ed Tech Is Exploiting Students by Chris Gilliard Proctorio Is Using Racist Algorithms to Detect Faces You and the Algorithm: It Takes Two to Tango Systematic review of research on artificial intelligence applications in higher education – where are the educators? (Richter at a., 2019) The Future of Advising 2016: The shifting landscape of tech platforms, services Student Affairs Professionals on Facebook: An Empirical Look (Eaton et al., 2020) 6 reasons Artificial Intelligence technology will never take over from human teachers The Future of Work: Technology and Robots and Digital Literacy… OH MY! Documentary to Watch: Coded Bias About the Doc: Coded Bias - Your Undivided Attention Questions and thoughts for the community: If the ed tech tool seems magical or improbable for what it can do -- it probably is. What’s the impact for the platforms and ed tech tools you use? What kind of agency/choice do your campus stakeholders have for the platforms they have to use for teaching/learning/research? Does anyone have examples of student surveys/interview questions you used to revaluate ed tech tools you are evaluating? Are you seeking a robot application for your job? What do you think about A.I. in higher ed? Let us know -- send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Franny French.
13 minutes | Apr 12, 2021
Chapter 23: 2016 The Return of Artificial Intelliegence
Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali. Read the chapter and see a list of all the book references on the Athabasca Press site.
38 minutes | Apr 8, 2021
Between the Chapters #22 open credentials & digital badges with @catspyjamasnz
For this Between the Chapters episode, Laura chats with Joyce Seitzinger about all things badged connected to Chapter 22: Digital Badges. In reflecting back to 2015, we have much to say about microcredential, open badges, and what it means to get digital street cred based on a certificate, credential, course, or training. We share how we have been working to upskill with professional credentials as the world of work is changing, and how higher ed might consider what it means to embed badges, training, or certifications related to the skills needed for employment. Maybe badging and credentials offer ways for colleges and universities to have an ongoing, lifelong relationship with learners? Or perhaps we need more partnerships across sectors of work and education? I Can See Clearly Now - Covered by the #edtechukestra The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU Academic Tribe The SAMR Model: A Powerful Model for Understanding Good Tech Integration Open Badges Australia and New Zealand (OBANZ) community; (not Obans) The Future of Jobs Report 2020 from the World Economic Forum 7 Things You Should Know About… Digital Badges Badges and Credentialing Micro-Credentials Digital, Verified and Less Open Closing the Skills Gap With Digital Badges Alternative Credentials: How Can Higher Education Organizations Leverage Open Badges? RMIT: Digital Short Courses & RMIT Creds Certified Professional in Talent Development (CPTD) Getting Certified in Learning & Performance with the CPLP 2017 Digital Literacy Impact Study [REPORT] Open badges | Joyce Seitzinger | TEDxRosalindParkED The Future of Work: Technology and Robots and Digital Literacy by Laura Pasquini Working Identity by Herminia Ibarra TLDR: Experimenting with Identities @ Work Stanford Open Loop University Shout out to Girl Guide Badges (#TBT) Questions to ponder from this open/digital badge conversation: How can we collaborate and partner education and industry sectors for credentials? What would it look like if particular sectors helped train and credential with badges? What are the small pieces that you could break down or give recognition that X competency or skill be met (for a badge)? What are the opportunities and limitations, within your own system, of how far digital credentials can actually go? How can we make connections to these credentials? What are the systems you need to tap into or can you hook your current training/learning programs into that already offer credentials? Connect to Joyce’s work at RMIT Online and maybe she’ll badge you. Would you upskill if you could get a credential easily? How could open/digital badges offer credentials within your teaching/learning practice? Please share -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by philippe petitqueux.
11 minutes | Apr 5, 2021
Chapter 22: 2015 Digital Badges
Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff. Read the chapter online or view the book references.
48 minutes | Apr 1, 2021
Between the Chapters #21 analyzing the metrics & data in learning with @ammienoot & @dgasevic
For Between the Chapters episode for Chapter #21 (2014), Laura is joined by Anne-Marie Scott and Dragan Gašević to talk about learning analytics (LA). This conversation outlines a definition of LA, in terms of higher education -- for practice, within products in ed tech, for online learning/teaching, and evidence-based research. There are so many interpretations as to what LA is, and we hope this episode unpacks the myths and misconceptions as to what metrics and data within learning and/or measurement science. For LA, it is important to talk about the use, ethics in data collection, and supporting learner agency talk about the use, ethics, and learner agency when examining learning, teaching, and design of both. Get your notebooks out for this master class in all things learning analytics! Society for Learning Analytics Research (SoLAR) What is Learning Analytics? (defined by SoLAR) Learning Analytics in a Nutshell [VIDEO] by Clow, D. (2012). The learning analytics cycle: closing the loop effectively. The 11th International Learning Analytics and Knowledge Conference - April 12-16, 2021 What is Learning Analytics & How Can it Be Used? Center for Learning Analytics at Monash (CoLAM) Signals tells students how they’re doing even before the test (2009) Course signals at Purdue: using learning analytics to increase student success (Arnold & Pistilli, 2012) Pareto - open software foundation OnTask - personalized feedback for online learners with actionable advice Learning Analytics in Higher Education (Educause, 2016) A four-country cross-case analysis of academic staff expectations about learning analytics in higher education (Kollon et al., 2021) Socio-Technical Systems Learning analytics and educational data mining: towards communication and collaboration (Siemens & Baker, 2012) Learning Analytics papers by Dr. Leah P. MacFadyen Let’s not forget: Learning analytics are about learning (Gašević, Dawson, & Siemens, 2015) Self-regulated learning and learning analytics in online learning environments: a review of empirical research (Viberg, Khalil, & Baars, 2020) LTI series – Learning Analytics with Bart Rienties (2018) Reconsidering data in learning analytics: Opportunities for critical research using a documentation studies framework (Jones & McCoy, 2019) Driving Towards a Degree: The Evolution of Student Supports in Higher Ed (2019) ‘Student engagement’ and the tyranny of participation (Gourlay, 2015) What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course (Lim et al., 2021) Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities (Tsai, Kovanović, & Gašević, 2021) Questions to reflect on from this chapter: What does learner success look like? What’s the measure of learner success? What are students here for? And what are our higher ed institutions for? How can data be used as a form of feedback to develop towards their own goals? What are the core values you want learning analytics to promote? Connect to the episode guests: Anne-Marie: https://ammienoot.com/ Dragan: https://research.monash.edu/en/persons/dragan-gasevic How are you connecting your teaching, learning, and design to effective data measurement? Are you thinking differently about learning analytics after listening to this conversation? Let us know -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Terry Elliot.
16 minutes | Mar 29, 2021
Chapter 21: 2014 Learning Analytics
Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray. Read the chapter online or view the book references.
41 minutes | Mar 25, 2021
Between the Chapters #20 opening up a textbook & more access to learning with @acoolidge
In this episode of @YearsEd Between the Chapters, Laura chats with Amanda Coolidge about open educational resources (OERs) and the open textbooks. Listen to this book club chat about Chapter 20 (2013): Open Textbooks as we talk about localization of OERs for all teaching and learning classrooms around the world. It’s more than just digital or a platform, there’s such a great ability to see how grassroots initiatives offer ways to provide open textbooks & OERs multiple formats that are not digital to empower educators and learners' ways to co-create knowledge. Listen in as we get to the root of why open textbooks matter: access for learning! P.s. We love the library. OpenStax Creative Commons SPARC Open Textbook Library via University of Minnesota Why Are Textbooks so Expensive? Which Major Has the Most Expensive Textbooks? TESSA: Teacher Education in Sub-Saharan Africa Siyavula Open Up Resources Open Content David WIley Digital Open Textbooks for Development Open Educational Resources: Breaking the Lockbox on Education Why we fund open textbooks (and plan to do more) Open Textbooks? UGH. Robin DeRosa Are open textbooks the end game? Rajiv Jhangiani Open UBC Open UBC Snapshots: Textbook Displacements by Open Resources BCCampus Open Publishing UBC Library Open Textbooks | OER Grant Project BCcampus OpenEd H5P - open interactive content & materials The H5P Open Kitchen & Pressbooks PressBooks - open publisher Project Management for Instructional Designers by Wiley et al. Learner Experiences with MOOCs and Open Online Learning by Veletsianos et al. Pro-Tip: Meet instructors, faculty, and administrators where they are with their teaching and learning practice to build the relationship around open textbooks and OERs. Questions for the community to ponder about open textbooks & access: Why are we creating those walls for education and textbooks? Where are the spaces and places for the commons in learning to come together? What are the pedagogical positives behind an open textbook? What does access mean to you, your institution, and how you are providing that access, when you think about learning resources? Are you meeting your learners/educators where they are? What does access mean to you for teaching & learning? Tell us about it. Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Karyn Wisselink.
13 minutes | Mar 22, 2021
Chapter 20: 2013 Open Textbooks
If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani. Read the book chapter online & see the complete book reference list.
57 minutes | Mar 18, 2021
Between the Chapters #19 more about MOOCs with @sukainaw, @davecormier & @RMoeJo
For this episode of @YearsEd Between the Chapters, Laura chats about almost everything related to the acronym MOOC: Massive Open Online Course with Sukaina Walji, Dave Cormier, and Rolin Moe. We dive into The Year of the MOOC (2012) and Chapter 19 of Martin’s book to share how we stumbled upon MOOCs in our work, research, teaching, and learning life. What’s A MOOC? Dave Cormier’s Viral Sensation to Explain: What is a MOOC? Questions & Answers About MOOCs What Was the First MOOC? By Cathy Davidson MOOCs for the win! By George Siemens Top Ed-Tech Trends of 2012: MOOCs by Audrey Watters Change 11 MOOC Mediocre Middle - David Wiley allMOOCs.wordpress.com The CCK08 MOOC & About EC&I 831 MOOC with Alec Couros Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18 (Lambert, 2019) Perspectives from African MOOC takers: understanding transitions in and out of learning and work Deacon, A., Walji, S., Jawitz, J., Small, J., Jaffer, T. (2019) Seizing opportunities: MOOC takers making time for change. Critical Studies in Teaching and Learning (CriSTaL) Small, J., Deacon, A., Walji, S, Jaffer, T and Jawitz, J. (2019). Building capabilities: Using MOOCs to make transitions in work. Open Praxis, vol. 11 issue 4, October–December 2019, pp. 427–441. Online Learning: More Than Just a MOOC by Laura Pasquini De-Icing the MOOC Research Conference by Jim Groom RIP: MOOC Research Site: http://www.moocresearch.com/ Who Studies MOOCs? Interdisciplinarity in MOOC Research and its Changes over Time (Veletsianos & Shepherdson, 2015) How Do Online Learners Overcome Challenges in MOOCs? Ed Tech Talk (Community) The MOOC Model for Digital Practice (McAuley, Stewart, Siemens, & Cormier, 2010) Stanford University does a MOOC by George Siemens Through the Open Door: Open Courses as Research, Learning, and Engagement (Cormier & Siemens, 2010) Community of Inquiry Comparing xMOOCs and cMOOCs: philosophy and practice by Tony Bates Rhizo14 –The MOOC that community built (Cormier, 2014) Udacity, San Jose State University offer online classes for credit After Cheggification – A way forward (Part 1) by Dave Cormier The Chegg Situation is Worse Than You Think by Michael Fieldstein MOOCs and Online Education; a real difference 2016 – the year of MOOC hard questions by Martin Weller The cost of support by Martin Weller Remember the MOOCs? After Near-Death, They’re Booming via NYT Questions for the listening community: What is student engagement and what is the value add for higher education? How do you sustain and influence the conversation about online/digital learning beyond the pandemic times? What are the levers we might have to promote better student learning in multiple modes? What advice do you have for others who explain either MOOCs & this book means for others just joining this conversation? What does it mean to be truly accessible in our global world of learning in online education? Beyond MOOCs, these guests do a few other things so you should connect and find them at: Sukaina: http://www.cilt.uct.ac.za/cilt/about/sukaina-walji Rolin: http://profmoe.com/ Dave: http://davecormier.com/edblog/ What does the world of MOOCs mean to you? What have you learned about MOOCs after all the fury died down in 2012?Let us know. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
19 minutes | Mar 15, 2021
Chapter 19: 2012 MOOC
Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly the MOOC phenomenon can be viewed as the combination of several preceding technologies: some of the open approach of OER, the application of video, and the revolutionary hype of Web 2.0. The MOOC were an idea waiting to happen. This chapter is read by Laura Czerniewicz. Read the chapter online or view the book references.
51 minutes | Mar 11, 2021
Between the Chapters #18 @vconnecting with @rjhogue, @bali_maha, @autumm, @friedelitis & @hj_dewaard
In this Between the Chapters episode, Laura talks to the co-directors of Virtually Connecting -- Maha Bali, Autumm Caines, Helen DeWaard, Christian Friedrich, and Rebecca Hogue about all the things related to networked learning. This group unpacks the differences between personal learning environments (PLEs) and personal learning networks (PLNs), to reflect on how these spaces, places, and more importantly the people in these communities mean to them. We dig into what is in and beyond Chapter 18 related to learning environments, revolutions, online communities, and more! Personal learning environment (PLE) - spaces, places, tools, technologies, process, systems, platforms, or devices Personal learning network (PLN) - the people, the groups, collections, gatherings, etc. PLE vs. PLN (graphic image): outlining links/connections between personal learning environment and professional learning networks Connectivism (hear last Between the Chapter episode Chapter 17) 7 Things You Should Know About … Domain’s of One Own Learning Management System (LMS) Virtual Learning Environments (VLEs) What is a learning environment? Via Tony Bates Hypothesis Annotation with 25 Years of Ed Tech from OLC Innovate 2020 AnnotatedEd Workshop => Thanks for the tweet share, Nate (@xolotl) Thoughts on My PLN via Laura Pasquini Clint’s research and work on PLN Egyptian Revolution of 2011 How Egyptians Used Twitter During the January Crisis [INFOGRAPHIC] Mobi MOOC Year of the MOOC (2012) foreshadowing MOOC MOOC mini MOOC Informal Learning A Teach-In Against Surveillance Event to the Teach-In #AgainstSurveillance Virtually Connecting - hybrid connections for conferences & events for globally collaboration onsite and online Throwback to #et4online from 2015 (recap) + Rhizo15 MOOC #et4buddy pilot project at #et4online – how ideas are born – @bali_maha @VConnecting Header Photo About Virtually Connecting Intentionally Equitable Hospitality in Hybrid Video Dialogue: The context of Virtually Connecting Invisible labor is real, and it hurts: What you need to know It’s Not About Raising My Average by Helen DeWaard What is HyFlex Course Design? 7 Things You Should Know About the HyFlex Course Model: hybrid-flexible The Landscape of Merging Modalities by Valerie Irvine Community Building Activities: Why is building a sense of community important? Equity Unbound OneHE Questions for Martin & the listening community: How do you define a learning environment? What does it mean to model intentional community building online? What mistakes have we learned from being in a PLN on certain platforms? How can we look at the past to improve where we go in the future? Connect to the @vconnecting co-directors on Twitter & their blog or website: Rebecca: Website +@rjhogue Maha: Blog + @bali_maha Autumm: Website + @autumm Christian: Website + @friedelitis Helen: Website + @hj_dewaard PLE or PLN -- what do these letters mean to you? Tell us about it! Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
13 minutes | Mar 8, 2021
Chapter 18: 2011 Personal Learning Environments
Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and educators began to gather a set of tools to realize a number of functions. The collection of these learning-support tools, both formally and informally, began to be referred to as a Personal Learning Environments or PLE. Educause (2009) defined them as “tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals” (p.1). They could be viewed as a useful term for what people were doing with the tools, a framework for educators in how to approach social media in education, or a technical solution that sought to integrate tools. Chapter read by Clint Lalonde Read the chapter online or view the book references.
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