A Tribute to Sandy -Time Catches Up

Music by Dexter Britain http://dexterbritain.co.uk/  Much better than my first version.

Applying lessons from connectivist MOOCs and Udacity to TOL4B

"MOOC - The Resurgence of Community in Online Learning," by Stephen Downes, got me thinking about MOOC is relation to the TLT Teaching Online for Beginners (TOL4B) MOOCOW that just concluded.  The "OW" by the way, stands for "or whatever." 

http://halfanhour.blogspot.com/2013/05/mooc-resurgence-of-community-in-online.html?m=1    Below are some ideas I want to apply to TOL4B version 2. 

I take a performance based approach to instructional design and tried to apply Dee Fink's

Made with Paper 53

integrated course design approach to the design of TOL4B. In some respects this seems to be contrary to the connectivist theory which is the foundation of the MOOC.  I read Creating the Connectivist Course" in Stephen Downes collection "Connectivism and Connective Knowledge: Essays on meaning and learning networks " (May 20120)
http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf
 trying to understand what type of design approach Stephen Downes used in the  MOOCs he has offered.  

"By navigating the content environment, and selecting content that is relevant to your own personal preferences and context, you are creating an individual view or perspective. So you are first creating connections between contents with each other and with your own background and experience. And working with content in a connectivist course does not involve learning or remembering the content. Rather, it is to engage in a process of creation and sharing. Each person in the course, speaking from his or her unique perspective, participates in a conversation that brings these perspectives together." (pg 505)

So far I have not been able to find an answer to my question.  My sense is that a primary purpose of these early MOOCs was to create connectivist experiences and environments. There are people who suggest that connectivism is not a theory, I tend to agree.  I think it's a way of facilitating learning and designing learning environments which focuses on networking within communities of learners.

I was also fascinated by a recent article in Fast Company, "UDACITY'S SEBASTIAN THRUN, GODFATHER OF FREE ONLINE EDUCATION, CHANGES COURSE,"
  http://www.fastcompany.com/3021473/udacity-sebastian-thrun-uphill-climb Apparently Sebastian Thrun is not happy with the low completion rates in Udacity courses and is partnering with businesses and colleges to use the content within the framework of a course or an organization. This model will also produce revenue for the company. Udacity courses are still available for free but if you want credit or a mentor there is a cost.  Sounds like a realistic model to me.

"Udacity’s mission is to educate people so they can live a better life. In an era of declining employment opportunities in many traditional areas, we are empowering our students to acquire the necessary skills to excel in the high-growth tech industry."

The TOL4B offered 3 paths through the MOOC: guided, DYI supported and DYI unsupported. Sounds similar to the shift Udacity has made.

More thinking to do,

TLT TOL4B MOOCOW Midcourse Feedback

I have been experimenting with Haiku Deck. Below is my first attempt. I created it using my iPad.  I was also able to add notes to each slide but I don't see them in this embedded version. I do see the notes when viewing the web version   

I don't see how to easily add audio.  You can export to PowerPoint and then use Screencast-O-Matic to add audio.

I like how easily you can add images from Creative Commons. You can also add your own images but I found that to be more challenging.

The feedback was gathered using a free assessment survey tool, TooFast,



Created with Haiku Deck, the free presentation app for iPad