Multilitteratus Incognitus

Just in case you missed it the other day, here is the link for the stream (which was live, but now should be available to stream) for the CIEE and USDLA sponsored event on Sustainability in MOOCs (in which I was a panelist ;-)  ). The event was quite interesting and this was my first panel discussion - where I met quite a few interesting people! In any case, if you see the stream you will see two keynote presentations before the panel, and both were interesting. In the first presentation what I found interesting were the philosophical foundations of MOOCs which include many elements of the Open movement such as Creative Commons, Open Source and Open Courseware; as well as the ethos of Massively Multiplayer Online games (MMOs). While the connection was probably there somewhere in my mind, I really hadn't thought about it that much in depth. The one thing that I corrected (tactfully, or not-tactfully, you be the judge :-)  ) is the assertion that the Stanford AI course was the f

One more MOOC is done! A coursera xMOOC to be more precise called Design: Creation of Artifacts in Society with Karl Ulrich from UPenn. For this course I took the "auditor" approach to participating in the course. I did listen or view (or listen and view) all the lectures, and I did poke around the assignments, but never bothered to submit any of them.  I did enjoy Karl Ulrich's presentations, so for me the course was more like a series of related TED videos, and not specifically a course. The assignments, I must admit, were intriguing, but the combination of the level of my interest in the subject matter, coupled with the peer review and (lack of) accreditation accreditation made it not worth my while to go for that certificate of completion. Now, if I had more spare time, I may have cared a bit more to create some artefact based on this course, but given that I don't have a ton of time, and that the assignments are peer reviewed (and that there seems to be n

Last week I was reminded of the Canvas Network . Despite the fact that I have a friend and colleague that works for the company there are so many things happening at work that made me forget. In any case, I am glad I stumbled upon the Canvas Network again because it gave me an opportunity to see how another EdTech company, one whose bread-and-butter is the LMS, is approaching MOOCs. Last week I was writing about the innovations that I think are worthwhile exploring further in the Canvas Network, namely letting students know what they are in for if they choose a specific course to take. This got me thinking about campuses today, and admittedly this goes beyond the LMS. Most students have only a small blurb, that is often outdated, to go by when choosing courses for their next semester. Even if you know what a course is about, you don't necessarily know much about the format of the course, the assessment types, whether there are synchronous, asynchronous, or blended components

One of my friends and colleague works for Canvas now, and we happened to be at the same NERCOMP workshop when news of the Canvas Network hit the wires.  Honestly, I've been so MOOCed out recently with all the MOOC coverate and punditry that it's not easy to keep up with all MOOCs all the time. And, to be honest, if you want to really assess a MOOC strategy, my feeling is that you need to be a student in that MOOC in order to really gauge what's going on. I have just started saving all MOOC related articles, opinion columns and blogs (that are more than 1 or 2 paragraphs) to PDF so I can go through them more leasurly once I am done with my current research projects (and maybe something can come out of those that is more scholarly than just a "I read them" note on my blog) That said, one of my twitter connections reminded me of the Canvas Network and i gave it a quick look. There aren't that many courses on it just yet (or it didn't seem so anyway) but I

This week I am starting my 4th coursera course, offered by Duke University called Think Again: How to Reason and Argue . I signed up mostly because I was intersted in the topic, but as a nice side-effect it allows me to continue to be exposed to a variety of MOOC "accreditation" schemes.  This particular MOOC offers statements of accomplishment on two tiers: Statement of Accomplishment Statement of Accomplishment with Distinction. To get the "with distinction mark" you need to score 85% or better in the course. It seems like the only gradeable items in this course are the quizzes, which I assume at this point are multiple choice.  The caveat here is that you can only take a quiz twice (and not the same quiz) to have it count for credit. There are exercises in the course, but they are ungraded, so I am wondering how that works for non-self-motivated autodidacts.   While pondering this, I also came across and readthis article on the Chronicle on the Uneven

Along with CFHE12 ending, this is the last week of the Human Computer Interaction course on Coursera.  This course was mostly a review for me considering that I had already taken an HCI course (grad level) back when I was doing my BA in computer science and I wanted a refresher. This particular course had 3 levels of participation, and I opted to participate at the lowest level which was to watch videos and take the quizzes, and of course, pass with a satisfactory grade. I have to say that the course was a nice review.  Initially I wrote that (comparatively) the professor didn't have as much screen presence as the previous coursera MOOC I had taken, but he grew on me. By the end the Lectures weren't bad at all.  Of course, I am seeing this through the lens of someone wanting a review.  If this were my first time around in HCI, that first level of participation would probably not have been enough and I would have to kick it up to the peer reviewed coursework level. Havin

Well, another MOOC is now complete!  I still have a few more readings in Pocket to go through, blogs from fellow bloggers.  I have to say that the materials in this MOOC weren't a revelation for me.  I have encountered these topics before in my professional career, especially more recently when topics like MOOCs and alternative credentialing and badges are hot topics. If I already knew some of these things, why join?  Well, as we've said before, content isn't king.  Content is an important part, but not king.  For me, it's about interacting with other people, and getting to find out other important SMEs and thinkers in the field. To agree, disagree, debate, and write.  In addition to some of the usual suspects, like Serena (which gives me good reasons to practice my Italian :-)  ) and  brainysmurf , this time around I met another interesting MOOCer, Rolin Moe ( blog here ). I don't always agree with what he writes, but his blog was always a good thoughtful read on

It's the final week of CHFE12 (edfuture.net) and the topic is something that we've beat to death in the past in MOOCs like #ioe12 (which I completed a bit late this September) and #change11 ; in which we discussed the topic of Open Research about a year ago. I may have also seen this topic crop up in eduMOOC in 2011 and a MOOC on Open Education (not #ioe12) also running this fall. In any case, I feel like I am really past the point of talking about Open Research, and I am more in the "doing" phase of things.  I know that academia has a problem with collaboration and co-research and co-publishing.  We are masters of saying one thing (we want collaboration!) but then we are also great at reprimanding people who do collaborate. In hiring committees and tenure decision making, we aren't as comfortable with candidates that don't have as many publications under their name, and their name alone.  A few months ago, I heard some colleagues from another on the elevat

Yesterday, while commuting, I had written a longer post about my MOOC-coverage fatigue.  It seems as though MOOC coverage has gotten out of proportion and it's spilled over to other non educational news outlets that I frequent, where I go for non-educational news. In any case, it seems as though the Google Blogger client of my iPhone ate my post.  Maybe for the best, because I feel like I was getting to have a cranky "get off my lawn" slant to it ;-)† In any case, in thinking about re-writing that post, I was skimming some recent MOOC related news on Inside Higher Education, the Chronicle and the non academia blogs that suddenly have picked up and started reporting on MOOCs since they are the subject of venture capital news. Despite being an MBA, I don't get all excited about VC news, I am more interested about the product than figuring out right away how to make money with it. While going through a day's worth of RSS feeds, I just had this crystallize: Many &qu

I must admit, I had planned on writing a post about how finding college leaders is like dating at times, you can go with the blind date and be pleasantly surprise, or date one of your friends and (hopefully) know most of the information before hand. As I was reading the Washington Post article, however, I was overcome with a severe sense of facepalm, and as I was responding to the article, it got long enough to need a blog post of its own.  I decided to interweaver some of the dating metaphors where applicable ;-) So here we go: On Hiring: The article starts by talking about how most educational leaders get their positions in academia, and the usual path tends to be through becoming a tenured faculty member, and then, at some point, becoming an administator. The article goes on...: The usual way to accomplish [getting tenure] is to develop expertise in a relatively narrow area and publish like mad in it. Bold efforts to open up entirely new fields or draw grand syntheses are ext

Last week was pretty interesting, but between storms, workshops, and work (it's advising and registration time), I only got away with one initial blog post last week.  I did keep up with the discussion, thanks to a large part to the daily newsletter for #cfhe12. As I was reading the various blog posts, this popped up to me: MOOCs and the Teaching Profession . I was really surpsised (I think my jaw dropped) when Rolin's acquaintance told him that he didn't think teaching was a profession.  I guess I shouldn't be surprised. In my area (as I am sure in others), K-12 is highly regulated, so much paperwork and documentation to be completed, I guess anyone pushing paper effectively was be seen as competent whethey they are or not.  K-12, however, is not my area of expertise, I know something here and there.  Higher Education I am more familiar with. I guess, in a higher education context, I am still shocked to hear that teaching is not, by some, considered a profession, b

It's week 4 of #cfhe12 so it must be time for Big Data and Analytics as the topic of discussion. It's interesting coming back to this topic of discussion because it was the topic of the first MOOC I took part in, LAK11, and it's a topic I've been thinking (or at least keeping on the back burner) since I was in business school. On of th things to keep in mind when talking about Analytics is that there are quite a few definitions out there , so, when talking about learning Analytics it is important to define what we aim to get out of our discussion about Analytics and how we wish to employ the potential insight that we get from this data. There are two topics that have recently come up in my neck of the woods: knowing what sort of data one can get from the various campus systems, and knowing what it means (and accurately representing what the data tells us). First, it's important to know what sort of data you can get out of your systems, like the LMS. As I've

The other day, seeing that there were a couple of videos in the HCI that were available. Since I didn't have time to watch them during lunch, and as established coursera has no offline viewing for their courses, I decided to try my luck with the iPhone while commuting. Since I do use coursera, and I do watch videos on my iPad when I am at home from time to time (on wifi), it would make sense that I would be able to do the same on my iPhone. Thus with 20 minutes left in my commute, and two 17 minute videos to watch, it seemed like a no-brainer. Well, the image I got was the image on he right, in plain English: video not playable. What gives? This can't possibly be a technology constraint, so it must be a course design and delivery constraint. It reminds me of the continuing discussion (well, a series of post in actuality) thinking about the constraints that LMS/CMS design place on teaching and learning, based on the assumptions that go into designing an LMS. It seems to me

**sigh** The mobile client ate my post! I will try to reconstitute as much of it as I remember ;-) In this blog post I am continuing the train of though started by thinking about different levels of participation, and my blog post on MOOC registration.  Since MOOCs are generally not taken for credit, and since they generally don't need to conform to some sort of departmental outcomes standard (i.e. this course addresses Program Level Outcome A, D, and E), it would be easier for a MOOC, than in a traditional course, to design several tracks and have different requirements for those tracks. There might also be options for a create-your-track, depending on the course of course. When a participant registers for a MOOC they can pick their track(s) and the system can monitor the participant's progress.  I think of this like Nike+'s  goal setting. For example my goal was to do 72 miles in 2 (or 3) months. Sure, for a hard core runner that's probably nothing.  For a desk-b

It seems like Rebecca and I were on the same wavelength yesterday when we were composing our blog posts and reflecting on various aspects of MOOCs.  Rebecca wonders why there is only one level of participation in xMOOCs , and I have to say, having started my 3rd coursera MOOC yesterday (same one as Rebecca, the Design: Creation of Artifacts in Society on coursera), I can see that (from my limited experience) there is a limit on how participation is counted.  Granted, I've spoken out about participation in the past for cMOOCs, but I've considered participation as being active somehow (twitter, blogs, discussions, etc.).  In xMOOCs, and in particular my two experiences on Coursera for the Gamification course and  now the  Design: Creation of Artifacts  course, a participant gets a certificate of completion having done all the quizzes satisfactorily and by completing the assignments. This is one level of participation, and it's one of the valid ways to get participation ou

The topic of open assessment came up during #blendkit2012 this week, which is quite a fascinating topic. Britt asked if peer review can work in small groups, having seen it in xMOOCs like coursera. I've written about open assessment before, but not specifically about this, I don't think. I have written some quick thoughts on the coursera peer review system which can be summarized even quicker by saying "hit or miss." In the one course (thus far) where I've opted to do the assessments and review my peers, the reviews were a mix. Some reviews of my work were good, others were lacking, and for some I wondered if they even read (or understood) the rubric! So, while I can see how massive open peer review can be good, the fact that its anonymous means that I can't seek clarification, and there is no apprenticeship into the rubric to make sure everyone gets it (and really understands the asynchronous lectures). Bringing this back into the blended classroom, I

This week on #cfhe12 I read a couple of posts of interest from my fellow participants (apologies, I am currently on the train with no connectivity, ore lease I would search for those post and link to them :-) ) and there were two key points that I wanted to reiterate, combine, and expand upon. The first point is that mass (well, "massiveness") is relative. I am sure I learned in physics that Mass is indeed relative there, too, but I'd have to take a MOOC to brush up on my high school physics ;-)In any case, 100,000 MOOC participants in course X does not mean that it is equivalent to 100,000 participants in course Y. If you have a course (MOOC) that Iran introductory level course (introduction to German for example), you will most certainly get to sign up (and probably retain) a whole lot more people than a more niche course (let's say "Seminal Works of Bertold Brecht" which is taught and discussed, and written about in German). The introductory course will

It's week 3 in #cfhe12 and the topic of the week is Entrepreneurship and commercial activity in education , and I kicked off the week by reading The Evolution of Ed Tech in Silicon Valley and How the Internet is Revolutionizing Education . There are, of course, other readings that I intent on getting to, but these two were the only HTML documents that were easy to sent to Pocket (I did however skim the educational start-ups PDF because I was curious).  In any case, it was interesting to read about the venture capital process, how it related to EdTech, and how much quicker (and easier) it is to be innovative these days. Now, when I say "be innovative" I don't mean the actual having an idea part, but the ability to execute it. With services like Amazon's cloud services it's easier these days for someone who has an idea, and has some know-how (or access to know-how) to be able to get up and running.  Not that long ago one had to go to the appropriate authori

Here it is! The final week of BlendKit2012! I know it is only a 5 week MOOC, but it seems to have gone by pretty quickly! The topic of this week, as with any well designed course, is evaluation - or: how do you know that your learning intervention (in this case designing a blended course) has worked and your learners walked away with the knowledge they need to be successful. The reading this week centered around this topic of evaluation. The questions to ponder are as follows: How will you know whether your blended learning course is sound prior to teaching it?  How will you know whether your teaching of the course was effective once it has concluded?  With which of your trusted colleagues might you discuss effective teaching of blended learning courses? Is there someone you might ask to review your course materials prior to teaching your blended course? How will you make it easy for this colleague to provide helpful feedback?  How are “quality” and “success” in blended learnin

Yesterday morning I was catching up on some #cfhe12 blog posts by Bryan Alexander (who I have not seen in a MOOC in ages), a blog post about d efining MOOCs  by Rolin Moe ,  and my colleague Rebecca who writes about the ease and usefulness in MOOCs†. First, let me respond to Rolin's points (since I happened to read his blog post first). There are lots of people looking at the future of academic publishing, pushing for an open movement. Some academic journals have gone open, but the majority of journals carry a high price tag which only exists as price opportunistic for educational institutions (and some rare corporations and organizations). Yet academic journals are part of the lifeblood of scientific research, especially for soft sciences (such as education). By only working with open resources, a cMOOC cuts many of these empirical, peer-reviewed research works out of its circulation, having instead to pull from free resources that often lack academic rigor. For a cMOO

After a tittle like that, I feel like this blog ought to have a theme song ;-) Is this too dorky? Not dorky enough?  Chime in through the comments :-) In any case, it's Week 2 of #cfhe12 and the topic of the week is New Pedagogies: New models for teaching and learning . I find it interesting (and ironic) that Blended Learning and Online Learning are considered "new pedagogies" and "new models."  Even though I am currently undertaking 2 Blended Learning workshops (one MOOC #blendkit and one workshop through Sloan-C), I have known about blended learning for a while.  As far as Online Learning goes...I've known about it, and been active in it for much longer!  How can these models be considered new?  To me MOOCs are new because we are still exploring them.  There is no "one MOOC format", just as there is no one Online Course format. MOOCs are a subset of Online Courses, and MOOCs have many other courses that are a subset of a MOOC. That being said