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Yet most of our energy has been focused on designing physical learning spaces, even as more teaching and learning shifts online. Unfortunately, most massive open online course (MOOC) platforms still feel like drafty lecture halls instead of intimate seminar rooms. This type of structure is not revolutionary.
As an instructional designer who has been building MOOCs for the past five years, I’ve been asked this question more times than I count. It’s depressing shorthand for skepticism about online education in general. MOOCs have been called abysmal , disappointing failures. This skepticism is not unwarranted.
For me, it was pretty easy to imagine how I’d supplement the online pre-recorded lectures from my MOOC with discussions with Wesleyan students on the Zoom platform. Professors all over the country have been sharing tips on making their online educational environments as interactive and potent as possible.
In fact, if we pull back from the immediate horrors of this moment, the move to onlinelearning has actually been underway since around 2010, when universities and private entrepreneurs first began to experiment with Massive Open Online Courses, or MOOCs. Small-scale seminars can be intimate and powerful.
As members, educators can take part in events, forums, seminars, training and more. Online courses, including certificates and degree programs, make it easy to learn on any schedule. Massive open online courses (MOOCs) are also excellent resources, offering free classes from world-renowned universities.
How can colleges and universities share courses online? The answer has been “yes” for some years, and I’m not talking about MOOCs or University of Phoenix. This year a new cluster of CIC upper-level humanities seminar cross-campus teaching has begun. It’s a form of inter-institutional collaboration.
According to our top Next newsletter contributors, the topics of student debt, innovative practices in community colleges, and onlinelearning design continue to grab readers’ attention. SLACK ON: MOOCs get knocked for lacking the intimate discussions and organic student interactions that accompany college classes IRL.
There are eight conference strands covering a wide variety of timely topics, such as MOOCs, e-books, maker spaces, mobile services, embedded librarians, green libraries, doctoral student research, library and information center "tours," and more! We have 146 accepted conference sessions and ten keynote addresses.
Onlinelearning, or the teaching formerly knows as “distance learning” Will this keep growing? There’s now a movement to teach humanities seminarsonline. Skepticism about the quality of onlinelearning could migrate to the general population. Educational technology trends.
Jim recommends the notion of The Splot (credit to Brian Lamb , Alan Levine ): the smallest possible onlinelearning tool; make something very focused, for one function or project. Q: Autumm Caines asked:”I’m getting ready to teach a 1st year seminar on digital citizenship. A: Jim hoped so.
Jim recommends the notion of The Splot (credit to Brian Lamb , Alan Levine ): the smallest possible onlinelearning tool; make something very focused, for one function or project. Q: Autumm Caines asked:”I’m getting ready to teach a 1st year seminar on digital citizenship. A: Jim hoped so.
Originally I thought the academic staff member should be the creator and designer of onlinelearning for their subjects. I was expected to lecture, give tutorials and maybe seminars or laboratories depending on the topic. As an aside, I think we have massively overcomplicated onlinelearning. Now I disagree.
Originally I thought the academic staff member should be the creator and designer of onlinelearning for their subjects. I was expected to lecture, give tutorials and maybe seminars or laboratories depending on the topic. As an aside, I think we have massively overcomplicated onlinelearning. Now I disagree.
A single mom in middle America could learn to code from Google instructor. Unless we carefully examine where we put the paywalls and how we cultivate diverse student bodies in our onlinelearning experiences, we risk transposing the same patterns of inequity that have plagued in-person education into our digital classrooms.
It’s simple to talk in the abstract about badges and blockchains, software and scale, Moocs and their manifest destiny. But it’s hard to discuss the ethics of onlinelearning when one of our own can’t get wifi in Eastern Europe. We learned because we had a space that welcomed us to be curious together. Which Is To Say.
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