This November starts several new initiatives for me. Sustainability, Society and You The Sustainability, Society and You MOOC #freeonlinecourse on FutureLearn started yesterday. Six weeks of learning and sharing about sustainable lifestyles, individual, group, neighbourhood, national and global level. I’ve supported this MOOC, for lead educator Prof Sarah Speight, since
Category Archives: Higher Education
Key messages, you’d think, would be carefully thought out before they go into public view. Driving into work one recent morning I was following a van that proclaimed proudly “Fast Response Services”. Laudable, I thought, are these services anything I might want, like plumbing or boilers or cars? But nowhere
I really am not sure that it matters that a lot of the participants in MOOCs do not officially “complete”. Yet a lot of the furore around MOOCs centres on the fact that only a small proportion of the students actually complete the course. I’d like to argue that it isn’t necessary for students to complete the MOOC to get something out of it.
Legitimate peripheral participation (lurking!) is a phenomenon that has been studied in traditional online courses and communities and is particularly relevant in MOOCs. Someone like myself may well join a MOOC and take from it what I need and have time to get, and be perfectly satisfied with the learning I have achieved, yet perhaps not have completed very many assessment activities or indeed any at all.
I sometimes wonder: am I seen as a geek, working as I do with technology? If so, it seems an odd thing for someone whose primary interest is in people, learning and words. So how did I get into this learning technology thing? When I was young I read a
News reached me today of an interesting new model of learning design from the Applied Pedagogic Research Institute of Learning – an international consortium of researchers and practitioners from Finland, Oman, Okayama and Luxembourg – which promises to ‘promote individual attainment through authentic learning practice via user-driven acquisition of learning
Prototyping Moving on with Moodle (an advanced Moodle course for staff) I don’t tend to create course materials that require a lot of programming – the aim of our whole team at my institution has been to create tools to make the production of materials as easy as a prototype
I’ve managed to get a bit behind on this week’s activities – or at least on posting them. I have been deep in the detail of a couple of courses – trying to “mould those ideas into quite explicit descriptions of what you and the learners will be doing, hour
At the beginning of the week I had my aims and objectives and I think I have (just about) met them. Get back on track and catch up – well more or less! Decide whether scenarios are for me – well, with personas, quite possibly. I do like to spend
Moodle Help Sheets, a helpful and seasonal video from Turnitin, plus my own top tips for using Turnitin, and a reminder about the veracity of Wikipedia all featured in my blog posts this December. My learning technology posts can now mostly be found on the University of Nottingham Learning Technology
The international open learning conference OER13 is coming to Nottingham from March 26-27th 2013. “Are we ready to build on the last ten years of investment in open educational resources and move to the creation of a virtuous circle of open educational practice?” Following on from previous high profile conferences