LEARNING STYLE ACTIVITY/APPROACH
Look at things from different perspectives
Watch rather than do
Work in groups
· Start session with brief discussion in pairs / small groups to find out what they know and their ideas on the subject
· Find out who uses which types of Social Media and what they use them for
· Demonstrate my own Personal Learning Network
· Small section devoted to how to use a particular technology – e.g. Twitter, Diigo etc (followed up after initial one hour session)
· Explain rationale behind building your own PLN and how it can help expand access to research and expertise
· Provide links to further reading/theory in module and on website
· Diagram of my PLN
Work with practical applications
· Set up a tool during the session, or, if short of time, set aside time after session for questions/hands-on working with tools
· Allow participants to try setting up instance of tools themselves and provide support where necessary
Work in teams
· Discussion Forum and Groups set up in Blackboard module to support session
· Allow time after session for hands-on practice setting up/using tools (they might need less help)
· Ask participants which tools they aim to use and to report back in next session
I was a bit concerned that by adding my end of MOOC video to an old blog post may have caused confusion, so here it is again for good measure. A lot has passed since I had to leave prematurely, 3000 words on H817 and a busy week of group projects. (Both of these encourage me more even more on my journey towards MOOC enthusiasm.)
The Final Week7 Activity gave us the option to create a video ”Your experience of studying an open course versus traditional, formal education”. Here’s mine:
This is based on a prior post Outed as a fan of MOOCs
Connectivism – George Siemens
In the world of Higher Education and among well-motivated and intelligent students there is probably a case for seeing Connectivism as one theory of learning but not the only one and Siemens conclusion that “The pipe is more important than the content within the pipe” seems almost absurd . . . I doubt whether many oil companies would concur that the oil pipe is more important than the oil that it contains . . . the oil pipe will not per se bring in revenue. The water pipe network in my house will not keep me warm in winter . . . it is, of course, one of the essential elements in my heating system but there are others equally essential, viz. boiler, pump, water, electricity and gas. Take out any of these and I will feel very cold.
“When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill”. This statement is undoubtedly true, but this “ability” is often a skill learned much earlier in life . . . mostly, the necessary skill has been taught by a skilled tutor, e.g. learning to swim, to play a musical instrument well, etc.
Connectivism cannot be regarded as an all-embracing, universal learning theory; it is more a reminder that we have many more learning tools available to us, living in the Digital Age, and a reminder, too, that technology is changing fast.
Our five-year old children are not likely to pick up an IPad and form a social network so that they can learn to read and write – they are taught to read and write.
Furthermore, Connectivism is mostly, mediated through language and culture, and, in a universal world that is so disparate in many ways, both of these factors can impede successful learning.
Moreover, for a learning process to be successful, students need to be told (or learn) how to discriminate between worthwhile knowledge and that which is worthless or misleading – peer-group networks are not sufficient
- What aspect of openness in education interests you most (and why)?
I wanted to create the video by remixing common licence ressources with my own stuff (photos, screen casts from my former h817open blog posts etc). By purpose I made it a little messy to illustrate the diversity, that powers the networks and learning processes.
Please have a look below :)
- FLV Spider Pro
Remixed / revised photos:
- bluebell, by Dominic's pics on Flickr
- Network, by Dan Zen
- Road, by Moyan Brenn
- Class, by Trondheim Byarkiv
- Dave Cormier, by cogdogblog
- Stephen Downes, by Stephen Downes
- OER, by Martin Weller
- Smiley, by Glitter Graphics
- Soleil levant, Waxstar on www.jamendo.com
I thought it was going to be like a house party and it was!
Source You Tube: H817 Open Learn (Patricia Daniels 2013)
Music courtesy of Tim Terry: Party
Tools used in the creation process:
- Realtime Board
- Quicktime Player
Party- courtesy of Tim Terry
iLife sound effects
iMovie sound effects
Compare either DS106 or the Change MOOC with offerings from Udacity or Coursera .
(You may not be able to access a course on these sites without signing up – there is no need to do this but you do need to ascertain what you can from the information around the course and the approach of the providers.) Write a blog post comparing the courses with regards to: technology
pedagogy general approach and philosophy.
My choice sets DS106 (Digital Story Telling) alongside Coursera's History of Rock and Roll - Parts 1 & 11. So taking each in turn......
Rock & Roll Part One & Two
General approach The courses are structured chronologically into two seven week parts, covering in the first course; Tin Pan Alley to Psychedelia and the second; 60's Progressive rock up to the Alt rock of the early 90's. The 2-4 hour weekly workload seems quite light. Not surprisingly, as the progenitor of Rock, the content appears US centric, but the importance of the the UK and its subsequent invasion is referenced. The course instructor, a Professor at a private university and professional musician is an acknowledged expert his field, as can be verified online.
No Technology other than an internet connection, (for watching online video lectures), is required. I'm not certain of the provenance of these videos - whether they sourced from YouTube, as is the course introductory video, or created specifically for the course. It may be the latter as the videos contain 'quiz questions' The other, (optional), recommended reading is an ebook costing $28.33 for 180 days access or alternatively - to buy for $85 - this recommendation is reinforced seven times in the descriptive text - and surprise!.....it's authored by the course instructor! This seems to be a growing trend in MOOCland.
Such course technology doesn't seem to match the technologies one might expect at least a good number of student taking a course on a cultural medium to have. Personally, I am not a fan of DRM and I don't think it is appropriate within an 'Open' Course.
Pedagogy The pedagogical model appears to be mainly transmissive, the synopsis of the course syllabus lists video lectures and readings from the instructors book, There are no other readings or specific study material mentioned. The course does suggest participants seek out online source available on the web, but does not recommend any online streaming, discovery, services such as Spotify specifically. Each chapter includes a quiz and the course concludes with a final exam.
You probably will know a fair amount of rock music when you begin the course, but you'll know a lot more more when you finish it. You may be surprised how much of this new music you will like, even if you initially thought you might not.?!The didactic nature of the pedagogy provides an interesting counterpoint to the History of Rock which is often subject to free interpretation. It would be fair to say that Rock is a common cultural denominator, with fluid boundaries whose evolution is regularly and discussed mapped by family trees of rock. It will be interesting to see how it maps to the instructivist pedagogy inherent in the course. I did detect a lack of reference to the blues and folk influences of rock, (perhaps they are included, and just omitted in the syllabus overview?) By the end of the course participants will have gained:
"a deeper and broader sense of context in which to enjoy your favorite rock music. A course that helps you enjoy your favorite music even more"Because the course is offered on a free basis worldwide we can be confident there will be many global participants who will feel they have much to benefit from taking this course.
DS106 (Digital Storytelling)
Technology On signing up participants are asked to create an online identity choosing from an array of Web 2.0 and social media tools. Some commentators have noted in their posts that a degree of digital literacy is required, I am not sure if that is correct, possibly some familiarity with online tools and skills will be helpful. I think ones interpretation of digital literacy is relevant here. Having said that, a degree digital literacy will be developed by default and shaped through the course interactions. The course is also sustainable and adaptable as it will build on and develop on its relationship with the best of breed online tools.
DS106 most definitely employs the connectivist cMooc model enabling and encouraging knowledge building and sharing. It is important to recognise that the subject of DS106 is not based on, but on experiences their interpretation, perhaps a model not as well suited to science and technology? Although the course does have fixed start and end time and you can joined and leave whenever you like. (I think I may have have found such flexibility useful for this course).
Philosophy I believe the underlying Philosophy of this course is to offer students experiential models through collaborative practice using a range of digital tools. This success of the course outcomes is highly dependent on the social and pedagogical interactions of the the users.