MOOCs

k-8 moocs kids * non-professional teachers * africa teaching teachers * canvas build free

2017.12
 * Kung Fu Canvas
 * [|Teaching for Success: Learning and Learners]
 * [|Ditch the Textbook Summit]
 * [|Teching Mathematics with Technology]
 * [|Problem solving in the digital age]
 * [|Teaching Foundational Reading Skills]

2017.11
 * [| Making Teacher Education Relevant for 21st Century Africa] * Play your part in transforming education in Africa - get teachers ready for the opportunities and challenges of the 21st century. * 2017.11.12 ideal classroom or learning environment https://wikieducator.org/User:Vtaylor/Open_learning


 * [|Instructional Evaluation Service Course] * [|designer webcasts] * [|Adult learning oers] for evaluation * [|Design Guide] *  Open Author on OER Commons Links to an external site. * College and Career Readiness Standards  Links to an external site. (CCRS) that underlie high school equivalency exams and other adult basic education programs, * disappointed with the process which was closed with significant technology barriers to even seeing who else was participating and what they had to say. Virtually no opportunity to interact or collaborate in shared and open learning. very disappointing * how do I really feel? [|the enemy is us...]

2017.10
 * OpenEdMOOC * UTArlingtonX: LINK.OEx Introduction to Open Education https://courses.edx.org/courses/course-v1:UTArlingtonX+LINK.OEx+3T2017/ * competency maps arrange improve oers * need paralytics permissions * personalization platform * lumen - wiley open source platform to help educators understand how to support help students better *  Course Week 6: The Next Battle for Openness: Data, Algorithms, and Competency Mapping


 * [|Machine Design]
 * [|Teaching Primary Science: the Solar System and Beyond] * [|Children are natural theorisers] Science is all about theorising, modelling nature and attempting to understand the Universe around us.
 * [|immoc session 3] * [|c. Who is an educator] that has had a tremendous impact on you in your career that you met through social media - https://byxbee.wordpress.com/2017/10/16/ilearn/ * [|What the TEach!] quote from Steven Anderson (@web20classroom), "Alone we are smart, together we are brilliant," * Yes, it is the OTHERS that is the key. Finding OTHERS online has so much potential to change learning for everyone. A high school teacher friend observed that only 10% of her 150+ students really shared her passion for history and her learning style (and teaching style). She had to work very hard within the limits of what was possible in those days (circa 1998). What seemed impossible, or at least impractical then, is now readily available. Back then, even the most innovative thinkers would have been hard pressed to imagine the reality of technology supported global learning today. * [|Jo Boaler] = how to learn math * Stanford [|You Cubed] * Independent practice (not homework) * 5E lesson plan - engage, explore, explain - fill in what they need to learn, extent, evaluate* essential questions * http://immooc.org/2017/10/14/immooc-season-3-week-4-w-patrickmlarkin-and-blog-prompts/ * https://www.youtube.com/watch?v=pjfGtcnjbIQ Tara Martin


 * [|Physics of How things work] * skating


 * [|Design A World-Class Course on OpenLearning] ? decimals fractions percents * 30 minute presentation by CEO is very good *


 * [|Blended Learning Essentials: Developing Digital Skills] * wix for portfolios * [|resources] * digital identity information creating publishing content collaboration * [|Managing digital identity lessons] - revise protectit - have students create / revise LinedIn profile * check for images online * The lesson plan is more extensive than I can include in my course beyond what we already do. However I will make some changes based on this information. In addition to having students search for themselves and people with the same name, I will have them create or revise their LinkedIn profiles. Checking for images is a really good idea too. Thanks! * I teach technology courses. Students really like to have a physical book so we suggest a couple that are great for beginners. Fortunately the basics are pretty stable and fine even if slightly dated. There may be a newer better way to do something, but this still gets the job done. However, even the authors make it clear that these things change so students need to have a suite of online resources where they can go for the now-current information. * I knew about H5P but you are the first person to actually use it. I teach a web development course. H5P uses HTML5 allowing the creation of great interactive media and dynamic content that would have required Flash (which isn't supported by iPads, and now Firefox). Thanks.


 * [|Launching Innovation in Schools] * [|forum] * powerful learning environment 3 elements - student self-directed, open, scalable * experiment experience plan cycle * [|they so don't get it] - roadblock "all answers correct pr else" assignments in an open course. * Global learning - We are working on a project to understand the problem of basic literacy education for all along the lines of the Global Learning XPrize. This learning environment must include these elements: * student self-directed - there won't be enough teachers for the millions of kids who will have to learn basic life skills for a global economy - reading and numeracy, so the environment will have to accommodate, facilitate, encourage self-directed learning * open - as it is going to be universally available, it must be accessible and customizable * scalable - there are potentially millions of kids to reach, so the environment has to be able to accommodate large numbers of learners at any time * The concept of MOOCs changing education is interesting. Although primarily offered for higher education, do you think MOOCs can be adapted for K-8 education as well? What would be the challenges? * https://www.openlearning.com/ * Still working out how MOOCs could be adapted for little kids (K-3). Maybe audio or video discussions rather than text. Any suggestions? * reflect - what does it say about me * peer review *


 * [|formative assessment - ipads]

2015
 * [|Robotics] - futurelearn - hashtag FLrobotics
 * engineering structures - dartmouth
 * [|Foundations of Virtual Instruction] - online k12
 * [|K12 blended & online learning]
 * [|Critical Thinking in Global Challenges]
 * [|e-learning ecologies]

2014 http://wikieducator.org/User:Vtaylor/MOOCs * CCK11


 * [|Educating girls] - oct
 * [|Carpe Diem] - oct 15-17 - [|article overview],
 * [|wrapping] - sept 29 - oct 1
 * [|African context] - oct 6 - 10

2014.10 [|Educating girls] - Fred explains MOOCs //Another way is to make this course your own. I created "Educating Girls" not so much to “teach” the subject (vital as it is), but to convene and catalyze a global conversation. It should not be led by just one male professor (uh…me), but considered a collective enterprise. Otherwise, it’s just a broadcast. That's why a MOOC (a massive, open, online course) of this kind needs to be taught massively. I hope you challenge ts premises (really...feel free); suggest better discussion topics or more engaging activities than those I have chosen (please do); identify sins of omission, point out errors, or pose difficult questions.//

//This course will be successful when it can be both big, yet intimate. It will be successful when it bends and weaves its way through the arc of shared human experience and emerges stronger. When it's not only about the subject of girls’ education, but also about the experience of learning from and with global colleagues across borders.//

//They say that only 11% of the people who sign up for MOOCs (massive open online courses) actually finish the course. Let's do a lot better than that. Sure, "Educating Girls" does not provide college credit or help you build widgets. There are no door prizes or raffles to keep you alert or tests to keep you on your toes. The real prize is knowledge - yours and girls' education. The only tests will be of your will power or patience with the status quo.//

//That's reward enough for me. So, please fill out your profile so that we all can make a 1,000 new friends (the enrollment we expect). What can 1,000 people do? A lot!//

//And again, from the bottom of my heart - welcome! Hello! Thank you for registering for Educating Girls! We'll see you on the Monday, October 6th.//

//-Fred// //__//

//Dr. Fred Mednick// //Founder - Teachers Without Borders | TWB.org// //Assistant Professor- Johns Hopkins University School of Education//

2014.09
 * [|Creative Problem Solving] - sep 3 - Treffinger’s Creative Problem-Solving method * [|wk3] dsd - do something different, tools, summary of other students, forum * [|wk 4]
 * [|Connected Courses]


 * [|mooc on mooc]
 * [|e/merge study group]
 * massive online collaborative games - WOW, hard vs punishing - instructional design, time on task, critical thinking, problem solving. WildStar - collaboration, groups over time, required minimum number of participants.
 * [|Learning to teach online] - #ltto #UNSW [|module 1] - [|digital residents] see the web as a social space while digital visitors see it as a collection of tools. This has pretty profound implications for the differences between whether and how these two groups use particular technologies.
 * [|e/merge Africa] * [|Learning How to Learn]: Powerful mental tools to help you master tough subjects

2014.07
 * [|WE OCL4], Create5, CLMOOC
 * [|mobile for development]
 * [|TeachDoNow]
 * [|e/merge tablets]

earliest MOOCs - I was there
 * CCK08 (2008), PLENK2010 (2010), MobiMOOC (2011), EduMOOC (2011), Change11 (2011/12), DS106 (2011/2012) and LAK12 (2012). They represent an emerging methodology of online teaching. Their structure was inspired by the philosophy of connectivism and the implementation requires conceptual changes in perspective from both “facilitators” (tutors) and learners. They all share being multispaced courses where the learner's blogs and personal spaces define much of the learning. []
 * CCK08 Connectivism and Connective Knowledge Online Course - [|CCK08 Sept 2008 - my notes]

2014 summer
 * [|Teach Do Now]
 * [|maker camp], [|CLMOOC], [|OCL4Ed], [|create5]
 * [|Making Learning Connected (#CLMOOC)] - June 13–August 1, 2014 - a collaborative, knowledge-building and sharing experience through Educator Innovator open to anyone interested in making, playing, and learning together about the educational framework known as Connected Learning. CLMOOC Team info@clmooc.educatorinnovator.org * [|Memes] video - wtf moments > inquiry
 * [|OCL4Ed Open content licensing for educators] [|vt] - [|David Wiley] < [|5Rs of Openness] * Retain – the right to make, own, and control copies of the content * Reuse – the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video) * Revise – the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)* Remix – the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup) * Redistribute – the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)


 * [|Developing world MOOCs – A workshop on MOOCs in Africa] - 17 June – 27 June 2014 - e/merge Africa: Developing World MOOCs [] uct.ac.za * 2014.06.23 - [|meeting recording]. suggested creation, offering, what mooc provides, fills. 1. rock star moocs - teaching showcase. 2. gateway skills - pre-entry, learning literacies, guidance, undergrad pathways. 3. postgrade - research methods, academic writing. 4. professional - career, vocational ed, continuing ed, professional org partners. 5. research - specialized general interest, for leisure learners, masters, doctoral programs. other forms - wrapped moc - mooc offered elsewhere, local tutor support, spoc - small private open course - MIT, moc - massive online, not open. * next - 5 categories work? wrapped mooc? completion rate? drop-out? credibility? cost to institution / learner - time & money? bandwidth requirement to learner? purpose / cost value? reuse / remix / redistribution?


 * [|#DCMOOC] - a massive open online course about digital citizenship facilitated by Dr. Alec Couros. * [|Recordings of all #DCMOOC sessions] * May 22, 2014 Bonus Session – [|Digital Citizenship in the Early Years] with Kathy Cassidy. * May 27, 2014 – [|Core Session #3 – Positive Digital Identities]


 * create5 * [|5 Habits of Highly Creative Teachers] - [|5 Habits of Highly Creative Teachers] * [|canvas course] * a) ramp up your curiosity habit - formulate questions, lines of inquiry, awareness - what am I curious about or not, look into ought to know this * b) what you can do/do differently that can empower others to be curious - curiosity assessment, kids - ask, watch others, talk with others about specifics, follow mooc for ideas * [|fail - interview] * surprised by the comments about fear of failure - much more common than I realized * "failure" - knee-jerk reaction from people who have never "failed" * [] Mindset video - good overview of how people can get so hung up on failure, much more likely to lie about low scores because they don't know how to deal with failure * reflection - yes, and... from improve - didn't know that.


 * [|STEAM CAMP - DIY] - [|STEAMMOOC]


 * [|Exploring Engineering] - understanding of the various fields of engineering and explore the engineering design process. Design challenges - one-handed snow shovel, walker modification, diy prosthesis, []


 * [|Digital Literacies II] - week 4 - Learn about QR codes and investigate ways to used them in teaching and learning scenarios. Understand the basic features of digital cameras. Review basic concepts of digital photography such as lighting, composition, night photography, motion capture, etc... Learn the basic features of Google Maps and how to use them in classrooms. Understand how to use and create custom maps. Review the features of Google Earth and Google Literature Trips.. week 3 - Develop or deepen your understanding of the Google Drive productivity suite. Create a functioning, public form to be completed by users. Explore various mobile learning applications. Learn about software-based and web-based nonlinear presentation systems. Create a nonlinear presentation slide deck
 * [|#OSSEMOOC] is about connecting educators and helping to build technology capacity, connected leadership and professional learning networks.

also...
 * Project Management - [|Canvas] > Udemy


 * [|NSTA/NASA]
 * Designing for Deeper Learning: How to Develop Performance Tasks for the Common Core! - Stanford

K-8 mini-mooc
idea
 * [] - citizen science projects
 * kids in several grades working together in small, multiple grade groups
 * some explicit learning outcomes, deliverables - required progress steps, status reporting
 * learn from other groups, outside sources ? requirements

MOOCs - scope, definition
 * learning literacies < Web Literacies - Exploring, Building, Connecting
 * delivery - massive, online, open, guided learner-directed - tools, guidance, connections, coordination
 * recognition ? credit, assessment, evaluation
 * [|Web Literacies] - Exploring, Building, Connecting - map of competencies and skills that are important when getting better at reading, writing and participating on the web. [|more...]
 * What's a MOOC []


 * [|K-12 MOOCs]
 * [|Concierge education] - Jacky


 * action map - goal, action, practice activity, information for activity

MOOC-Makers Kit
Q: xMOOC or cMOOC - audience, subject, learning outcomes. support - tools, platform.
 * assistance in creating a MOOC-Makers Kit. - outline
 * []


 * [] - average completion rate of just 7 percent. By and large the material is no more compelling than a textbook, and certificates of completion aside, there’s no reward for finishing the class. Interaction between teachers and students in MOOCs is so minimal. Stephen Downes and George Siemens, a pair of Canadian academics, developed the MOOC in 2008 as a proof of concept of their connectivist theory of education. Drawing from neuroscience and computer networking, connectivism postulates that knowledge is distributed across human and nonhuman nodes in a network. Downes and Siemens argue that in the 21st century, education is the ability to navigate this network, link disparate fields, and contribute to the understanding of other people. MOOC developers should be designing platforms that work for traditional scholarly fields and the new skills of the global economy. ongoing discussion that encourages participants to share what they know with one another, rather than perform for some distant grader. making a space for engaged education that rewards helping others as a prelude to learning,
 * []

Rapid Book Publishing

 * []

2013.09 Project Management
2013.09.25 - canvas, big blue button, youtube live free 100 people in channel ? 1000 participants 400 live/5000 
 * Google doc - PM Skills MOOC meetings
 * [] Open Guide to Project Management Certification - .pdf
 * twitter for chat
 * editors/testers for Project Management Skills.
 * Project Management Skills for All Careers scheduled for November 18 - January 12
 * []
 * []
 * [] - webinar Oct 15
 * [] - meeting
 * John Donelan []
 * []
 * [] PM MOOC meetings doc

Team 32232

 * [|Team 32232] - [|Jonathan Martin] 2012.11.25

Hybrid
[|Hybrid] - add mobile to our middles school program utilizing a blended learning format and learn how this group performs. Colorado Mountain College Lots of questions. Do the kids have personal smartphones? Is this BYOT (Bring Your Own Technology or is there money to buy / rent / maintain mobile technology? What do you need to get buy-in from the administration? What do the intervention teachers know about mobile technology? Is this all taking place at school? Is there wifi to access YouTube, Khan Academy videos at school? Are you adopting Common Core standards? I looked around the Colorado Mountain College. Nice program. Are there students who are available and interested in working on this project? Is that an objective - to provide a mobile development project? We are using Edmodo as the "wrapper" for most of what we are working on - notices, lists of assignments, some quizzes. The teachers are using iPhones more than the kids, but this could change. There are some classroom computers and kids prefer to use them for browsing and other web-based activities. There are concerns about putting applications onto personal phones, even with parent permission and school paying any costs. For school-owned mobile devices, there are concerns about keeping them in sync and dealing with any applications that the kids install. And that's before talking about any teaching and learning. ;o)
 * [|enhancing learning report summary] - different technologies can improve learning by augmenting and connecting proven learning activities. Teachers may require additional training that enables them to use technologies in new ways. technological innovation aimed at supporting Learning through Assessment – which can be a powerful aid to teaching and learning. areas where technology is currently undervalued and underused. ** We found relatively little technological innovation in some of the more effective learning themes we considered in Chapter 2.
 * 2012.11.19

Designing a New Learning Environment
Week 6: Journal Article Response - [|Article Review - Action Research Approach on Mobile Learning Design for Underserved] - What is the title of the article, author of the article, and the name of the journal where the article was published - What are the 3 most interesting or surprising things you learned? - How what you read can be applied to the design or implementation of educational environments or tools? solving questions.
 * [|Designing a New Learning Environment] - PocketSchool
 * team project - [|Hybrid] - add mobile to our middles school program utilizing a blended learning format and learn how this group performs. Colorado Mountain College
 * Mobile innovations, executive functions, and educational developments in conflict zones: a case study from Palestine. Elizabeth Buckner, Paul Kim. 2011. - increasingly important skills for today and tomorrow’s youth are problem solving, strategic planning, creativity, and critical reasoning. The need for a major curriculum renewal is perhaps most pressing in many developing nations. a ‘‘hidden curriculum’’ or a ‘‘a pedagogy of the oppressed,’’ which encourages following directions and memorizing information, rather than posing and
 * Socioeconomic strata, mobile technology, and education: a comparative analysis. Paul Kim, et al. 2010. - Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. mobile technologies have great potential to contribute in education - easy to access, promotes autonomous learning, motivates students to learn, encourages student collaboration and communication, and supports inquiry based instructional activities.
 * Action research approach on mobile learning design for the underserved. Paul H. Kim 2008 - cyclical action model with four distinctive stages (**Strategize, Apply, Evaluate, and Reflect**) designed to guide constituencies involved in the study to design, test, and enhance a mobile learning model. **six guiding investigative criteria (Situation Specificity, Cultural Sensitivity, Practical Usability, Theoretical Applicability, Economical Scalability, and Viable Sustainability**). This framework was adopted from a literacy development mobile learning concept named **‘‘PocketSchool’’** (Kim et al. 2008). learning content - personalize, localize, use / level tracking > presentation sequence.

Week 5, Video 1: Learning Technology Design Principles II - Every student knows something. Nobody knows everything. No one can do everything alone. Program Cohesion, Generating Learnable Moments, [|Self-regulated Learning] Assignment 4 - Learning Classification Chart using Bloom's Taxonomy with [|Edmodo] Week 4: Technology, Content, Pedagogy, & Value, AND Learning Technology Design Principles Part I
 * Remember - Edmodo quiz Fill in the Blanks - the context is provided to retrieve relevant knowledge
 * Understand - Edmodo quiz Multiple Choice - check ability to construct meaning by selecting "best" choice
 * Apply - Edmodo post - contribute link to resources that demonstrate application of information
 * Analyse - Edmodo quiz Short Answer - respond to prompt to break material into constituent parts and show how parts relate
 * Evaluate - Edmodo quiz True/False - make judgement based on criteria
 * Create - Edmodo assignment - create an Edmodo quiz question

Assignment 3 - Prescription for a Learning Problem - [|Lack of motivation][|[1]] Week 3 Assignment 2 - Needs analysis Working with the local Middle school 7th grade science teacher, there is an opportunity to introduce smartphones as an optional activity in these classes, to provide some differentiation for general science students as well as advanced students. The teacher is using a Layered curriculum for each module. Each modules is approximately 2 weeks, with a pre-test, C, B, A activities, deliverables, and post-test. Within the classroom, there are shared computers with limited internet access and filtering, lab equipment, printed worksheets, textbooks. The textbook adoption includes learner and teacher access to a comprehensive online resource for re-teaching and enrichment. There is no assigned homework, and there is prescribed grading, prescribed lessons by week, state standards and tests. To add the option for learners to use their smartphones to complete some of the activities, the learners require some direction in the form of "paths" - a framework for learner selection from range of options, to provide equivalence and coverage. The Step-down resources or activities cover what the learner needs to know to understand this segment. The Step-up resources or activities provide opportunities to learn more... The local school district is supporting teachers interested in getting to handheld learning by providing technology support for learners and teachers. Many kids have smartphones, and using them can extend learning beyond classroom, bring personal technology into classroom, promote self-directed learning, as well as cultivate curiosity and critical thinking.
 * questions around an education ecosystem - Describe the learners, the learning needs, the ecosystem, infrastructure and resource factors that influence implementation, and any existing learning program (if applicable)
 * Learning topics (1 point)
 * Learning objectives (1 point)
 * Students/trainees/audience
 * Environmental context/learning conditions (2 points)
 * Implementation factors (2 points)
 * Network of strings / nodes / networks of OERs - models - Yelp user input. Pandora, Amazon recommendations based on patterns.
 * representation / display - start here, need to know to begin, more / less depth / complexity.

Week 2 Assignment 1
 * Find 3 interesting learning environments or education technologies, and explain 3 positive aspects and 3 negative aspects for each - Edmodo, Moodle, create/ pre-made mobile lessons - Florida ?, Learning Genome
 * [|Edmodo] - free, institutional available, training - teachers, students, sample activities, support community, basic functionality, mobile app access. limited advanced / rich functionality, administration coordination / standardization, open content
 * [|Moodle] - broad functionality, robust, training, documentation, supports inclusion of external content, free app, support community, hosting services available. mobile limited, limited collaboration on shared OER repository
 * [|Learning Genome Project] - personalized learning environment, teacher / parent / guide can suggest specific resources, crowd-sourced creation of repository of educational resources. proposed, development will depend on raising funding. [|update 2012.10.29] - ? learner's pln / documentation ? self-assessment / feedback ? evidence of mastery = creation
 * [|CPALMS] - [|resource center] - lessons, activities, assessments, standards, peer reviewed, searchable, some online interactive. not learner-centered, specific to Florida state standards
 * University of Wolverhampton Professor John Traxler discusses mobile learning and education in a technologically-agile and responsive society, and USC Professor Guilbert Hentschke shares his perspectives and vision of technology as a vehicle to expand access to education.

team projects 
 * [|WholeChildLearning] - [|journal]
 * [|A Constructivist, Experiential, and Purposeful School] - full
 * [|iClassroom team] - 1:1 iPads in middle school
 * [|new tools for teaching]
 * [|jam lab - informal learning community]
 * [|self-learners]

Crash course in creativity
2012.10
 * [|innovation engine] - imagination - jokes. knowledge. attitudes. habitat. resources. culture [|[2]]

CFHE12 Current/Future State of Higher Education

 * [|Digital Literacies 101 – What MOOCs Really Teach] messy, distributed, traceable, remixable, quantified literacies of the digital age. mass hands-on participation within networked learning environments – where a peer may play as profound a role as a professor and that’s part of the system. it’s possible to be a student and still be self-directed


 * [|Principles of good formative assessment and feedback] 1. Help clarify what good performance is (goals, criteria, standards). 2. Encourage ‘time and effort’ on challenging learning tasks. 3. Deliver high quality feedback information that helps learners self-correct. 4. Provide opportunities to act on feedback (to close any gap between current and desired performance) 5. Ensure that summative assessment has a positive impact on learning? 6. Encourage interaction and dialogue around learning (peer and teacher-student. 7. Facilitate the development of self-assessment and reflection in learning. 8. Give choice in the topic, method, criteria, weighting or timing of assessments. 9. Involve students in decision-making about assessment policy and practice. 10. Support the development of learning communities 11. Encourage positive motivational beliefs and self-esteem. 12. Provide information to teachers that can be used to help shape the teaching

2012.10
 * [|Learning Analytics and Messy Learning: Can it be Teacher and Student Centered?]
 * learners may engage more effectively by finding their own resources to share and then seeing how others respond. That’s what keeps Twitter ticking over for many academics, after all. ... what if participants had all introduced themselves by linking to a locally relevant reading that speaks to the way in which higher education is changing (or not) right where they are? Curating these in a wiki or social bookmarking system would have created an instant bibliography of the most up to date higher education research and commentary sorted on a country-by-country basis. [|[3]]
 * [|Designing a New Learning Environment] - nice cross connect with MOOCl
 * [|MOOCs as a classroom (MOOCl)] / place for teaching and learning everywhere, especially using cell phones. Outreach to population who need this?? - interesting reference to OERs and online courses - been there and done that 10 years ago with Sofia project. The Massive is new as is the facilitation for personal learning which will be challenging to get needy learners to know about.
 * using gRSShopper! The daily emails are wonderful - exactly what works for me.
 * There have been some references to MOOCs to help alleviate the lack of access to teachers in developing areas where poverty and lack of education severely limit any hope of improvement in the present conditions.

MobiMOOC Sept 2012
> 1. use mobile to do stuff 2. let the learners help 3. all about context (learner centered) 4. allow space to iterate (plan for agile 5. one size does not fit all > context - moment of need, activity. weaving into existing. providing blocking for students' phones if parents wish. quality of teaching by connecting teachers through phone use and sharing - phones as mini computers. sms - more difficult to use extensively. MXit web based messages, cost can be a problem/different. personal - relevant, specific area of need. video explanations popular, app is a shell. eg. disaster relief. m-learning.org triballabs.net geaff stead 5 core elements: • 1. Define the goal of the mLearning project? What needs does it address? 2. Get all the stakeholders involved. 3. What are your planned learner dynamics. 4. What is the (mobile) infrastructure like in the target area you will be rolling out your project? 5. Who is your target audience? What is the mobile situation for your target audience? Knowing the above steps, you can get more practical: • 6. Could security be an issue? Sensitive information/location 7. What will be the core devices you will cater for? BYOD or not? 8. How will you design the content? Authoring tools or programming or social media or text? 9. What are your strategies your mobile content delivery ? 10. What is a mLearning content user allowed to do? 11. What will be your user policies? More elaborate: [|[5]] 
 * overall, some good interesting information. Unfortunately, I didn't find a way to follow the progress in a way that works for me. Several different threads that were difficult to follow through the wikispaces entries and Google group. Did find some links and a couple of videos / sessions that were interesting. Seemed to be a lot about academic research and what might become useful frameworks and practice but have to wait for 10-12 months before any of that would be available to practicing educators. Some other projects were being proposed but they had equally long lead times. Nice for them but frustrating for folks who are working with students who could benefit from using the technology right now!
 * mlearning - personal definition - Learning - pocket-size, unique interaction needs / access / display / capture / reflect - me, here, now + everyone, everything, anywhere, anytime - informal, emergent, context * k-8 - learner-centered discovery, facilitated / directed / differentiated - new ways to personalize and expand options / offering * mobile learning where students and teachers can move seamlessly between devices, technology and mediums whilst learning is essential [|[4]]
 * [|theory] - 5 moments of need, individual/social, distance. Koole FRAME model - people, devices, social. Quinn 4Cs - content, compute, capture, communicate. start small, practice, keep improving - iteration. translate / old with new technology - new methods / transformative. small discrete nuggets of learning - separate, multiple access, tool, collaboration. HTML5. ebooks as reference. implementation - not device dependent. can't be solved just with info on phone - integrate activities. don't try to control everything - learners will contribute, support, lots of evolution, new ideas. content & apps - separate, flexibility, resilience. frameworks, packages - app and content packages ecosystem. usability, pedagogy, mobile web design.
 * intro - lists all resources, slideshares * MobiMOOC Wiki * 10 step project plan outline, [|blog] * [|daily tweets] * [|Google Group discussions] * 2012.09 - MobiMOOC wiki - [|twitter], [|map] * [|youth care professional development project] - [|discussion]
 * [|11 steps towards a mLearning project]

2012
CEM Starter Kit (which is timeless--[]), send them a link to your favorite kick-off ([]) or closing ([]) session (the kickoff sessions, in particular, contain links to a wealth of supporting materials), encourage them to join the CE Book Club ([]),
 * 2012.09 - K-12 Online
 * 2012.07 - [|Game based learning MOOC] - the livestream at 8 am on Monday subscribe to []


 * 2012.06 - Teaching online Jun 2012 - Nellie [|Intro video]
 * 12 steps [] vtaylor -- 24 May 2012

OCL4Ed12-06 Open Content Licensing for Educators
May - June 2012
 * OCL4Ed12-06 Welcome to Open Content Licensing for Educators []

> * * My name is Caroline Reed. I am the Interim Director of Public Services at New College of Florida, a small, liberal arts college that is part of the larger University System in Florida (USA). I enrolled to learn more about copyright and creative commons issues as well as resources that are out there. Looking forward to picking up information from colleagues in this course. > * * Hello, I'm Natalie Rector, and I'm a librarian at New College of Florida in Sarasota, FL USA. I'm interested in emerging trends and technologies and open source education is very much an emerging trend that I believe will only expand in the future. In this vein, I'm interested in learning how LMS systems work, and how the academic library can enhance their services through open source education. Thank you.
 * Monday, 18 June 2012 - Stephen Downes, Desmond Tutu, survey, open source, resources, sharing, remix, redistribution, digital freedom, David Wiley, Creative Commons
 * Thursday, 17 May 2012 Are PDFs open educational resources? I am noticing that many so-called open resources are available online in PDF format - 350 pages! How do they fit the model for reuse, redistribute? Are these PDFs really open educational resources?
 * Wednesday, 16 May 2012 : I have recently moved to Daytona FL from Silicon Valley CA. I have been teaching online courses at DeAnza College for more than 10 years, using Moodle for much of that. I have an MS Ed in Online Teaching and Learning from CSU - completed online. Graduation was the first in-person meeting for most of the 30 graduates and faculty. I facilitate professional development workshops on using technology to support learning. I have been an active participant and contributor to Open Textbooks and WikiEducator. I'm looking forward to getting to know folks in Florida who share similar interests and challenges.

> * * Hi, my name is Robyn and I am currently working in Adelaide, South Australia, at Open Access College. This is a government R-12 school teaching students in other locations. My role is working with staff to use/develop interactive, digital learning opportunities/tasks/objects for students who range in age from **5years old to adult**, across all learning areas. I am looking forward to meeting many like minded people and learning about, and finding solutions to, the sharing and copyright issues we face.
 * Wednesday, 16 May 2012 : Hi Robyn. I'm helping out at a new K-8 technology school in Florida in the US. The kids are 5 - 14 years. There is a lot of interest in using open resources and technology in teaching and learning. Many others in this course are focused on higher education and high school. Sounds like we have similar interests and challenges with younger learners.

> * * I read your introduction - We developed OERs in 4 subjects at junior secondary school level and still busy with 5th subject. I am working on similar projects with a school in Florida in the US. We would be very interested in collaborating with you. Are your subjects available for us to see? What are you working on now? What are some areas or projects where we might work together? > * * Hi, My name is Jan Nitschke. I am working at the Namibian College of Open Learning as Deputy Director for Programmes and Materials Development. The development of OERs is the responsibility of my division. Our institution took part in the COL OER project for open schools in small states. We developed OERs in 4 subjects at **junior secondary school level** and still busy with 5th subject. I am interested to learn more about OERs and how our institution can make a contribution. 
 * Wednesday, 16 May 2012 : Good to hear from you. It will be great to work together on OER. You can find our materials on COL's website through the link below: [] We are still working on Geography, but completed Physical Science, Life Science, Entrepreneurship and English at Gr10 level. We are in the process to develop a learning portal to host the lessons. It should be available to learners and tutors from July 2012.

Change 2011
How this Course Works [] - the process is actually Aggregate - Remix - Repurpose - Feed Forward Seven C's [] other ideas, areas of interest 
 * Change: Education, Learning, and Technology (Change11) []
 * self-service learning - needs support, direction, guidance, path - don't know what you don't know
 * Choose: we are self-service learners. We follow what interests us, what is meaningful to us, what we know is important.
 * Commit: we take ownership for the outcomes. We work until we’ve gotten out of it what we need.
 * Crash: our commitment means we make mistakes, and learn from them.
 * Create: we design, we build, we are active in our learning.
 * Copy: we mimic others, looking to their performances for guidance.
 * Converse: we talk with others. We ask questions, offer opinions, debate positions.
 * Collaborate: we work together. We build together, evaluate what we’re doing, and take turns adding value.
 * k-12, mobile, scitech, toys/games, assessment - connections, examples, application

EC&I 831: Social Media & Open Education

 * [] - blog - hash eci831
 * [|network mentoring doc]
 * [|course readings]
 * [|links, my comments]
 * EpCoP (ePortfolio) MOOC [|site], [|google group]
 * []
 * diff - final project

Differentiating Instruction
This course is for K-12 classroom teachers who want to learn strategies for differentiating instruction to better meet the needs of all learners. Participants in this course will be introduced to learning theory related to learning styles and multiple intelligences, as well as web-based resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences. I volunteer at a local school here in Florida that has an Information Technology program withing the school. Students in the program work in teams on "challenges" - problem-based learning, integrated lessons so they get English, Spanish, Math and Science grades for subject-specific work in the project. The students are really engaged and learn a lot more than the core curriculum. These students are also require to take standard tests. Time is set aside for the couple of weeks immediately before the testing to prepare for the kinds of questions and content that is being tested. Although this is a relatively new program, it is working well. Students in the program do better than the general school population on the standard tests. Even those students who were in the lower percentiles before entering the program, are demonstrating considerable improvement. By and large, the girls in the program benefit more from the program. The complexity and real-world integration of many curriculum strands appeals to girls. They are surprised to discover the connections between subjects when presented with problems this way and have less difficulty mastering difficult, complex material in context. The amount of time students willingly put into these challenges is astonishing and gratifying. Do you have the opportunity to introduce projects and integrated assignments while covering the required curriculum? 
 * [|syllabus]
 * [|google group]
 * [|Week 1 (Oct. 3-9) - Introduction to Differentiated Instruction]
 * --[|Valerie Taylor] 10:20, 4 October 2011 (UTC)

Writing and common core
The Common Core State Standards suggest that writing must live across all disciplines. Let's explore that idea. The Common Core State Standards suggest that writing must live across all disciplines. This course is an exploration of what that might look like. Through conversation, reading, and writing together, participants in this course, developed in partnership with the National Writing Project, will explore what it means to write deeply across the disciplines as a way of learning, as well as what it might mean to ask students to write for a discipline. 

eduMOOC
[] iaep - it's an education project Massive Open Online Class (MOOC) on “Online Learning Today...and Tomorrow.” It will continue through August 19. It is totally open, free, and collaborative. It can be totally asynchronous, or those attending can join in weekly panel discussions with experts in various aspects of the topic. This is an active and growing resource and networking center on the topic of "Online Learning Today, and Tomorrow." You will have the opportunity to meet many people around the world who share your interest in this topic. [] 
 * eduMOOC - []
 * OERu study group - [] oeru-edumooc@lists.wikieducator.org
 * Moodle / Nellie - []
 * gaming and online learning - http://edumooc.wikispaces.com/Gaming+and+Online+Learning
 * K-12 - http://edumooc.wikispaces.com/K-12+Online+Learning

k8mooc
A eduMOOC is a big network of players, if we engage we will feel part of something big, and the community is very global, and it is a project.....the eduMOOC is sounding more and more like a game!! -Norman
 * How early can online learning be used with kids? How autonomous can they be at what stage? What kind of support do they need? At start up? Ongoing tutoring? Assessment?
 * Can kids participate in MOOCs? How would that work? Would it be different than the examples such as CCK or eduMOOC? Are there any special age- or grade- development specific requirements to be considered?
 * Assuming it is possible and/or practical to facilitate a MOOC for kids, what would it look like? How would it work?

Previous thinking - online learning and the need for "guide on the side" functionality
 * learner - personal learning objectives, may be influenced by accreditation or certification requirements
 * learning objects - resources, usually online but could be anything including dead trees, stone tablets, cave paintings
 * agents - track learner's progress, match appropriate learning object sequences based on personal preference, interests, development sequence, progress, objectives and desired/required outcomes
 * guides - subject matter experts, instructional designers, curriculum specialists, reviewers, cataloger, curators, librarians, collaborators, community, network

LEARNING OBJECTS 
 * unit - page, image, video, podcast
 * collection - theme, connection [eg. repository, directory, library, bibliography, references, resources, catalog]
 * sequence - linear progression, structure / framework - building on prior knowledge / work [eg. lesson, textbook, course]

iaep - it's an education project

 * Sugar Labs Replacing Textbooks project - Booki for authoring / publishing, delicious catalog, XO teacher training
 * case studies, models, framework - book sprints, MOOC, short intense collaboration
 * development - collaborators, work plan, reporting / updates, evaluation
 * resources - catalog, booki
 * curation / assessment
 * promotion, feedback


 * Online Learning Today
 * What the Research Tells Us
 * Online Technologies Today and Tomorrow
 * Online Learning Apps and Mobile Learning
 * Public, Private & Open - Online Learning
 * Personal Online Learning Networks
 * Collaboratives, Collectives and Clouds
 * Online Learning Tomorrow 2011-2021

other

 * Designing OERu Credentials: Aug 29-Sept 13, 2011 - Thompson Rivers University (TRU) - prior learning - some interesting comments, academic, where to start offering - subject areas