Compared with conventional courses that charge tuition, issue college credit, and have enrollments of 20 to 30 students, MOOCs are free and do not issue credits to participants (Pappano, 2012). Since anyone with an Internet connection can register, enrollments can be enormous, occasionally numbering into the thousands (Rodriguez, 2012). Due to the large number of students, faculty cannot respond to each student individually. Students work collaboratively in study groups organized into online forums. The primary instructional medium is the video lecture. Assignments, homework, tests, and final exams may also be included.
Rodriguez (2012) studied an artificial intelligence (AI) MOOC given at the University of Stanford that had an enrollment of 160,000 students. The MOOC was taught by Sebastian Thrun and Peter Norvig, two leading experts on AI (Rodriguez 2012). The MOOC was an experiment by the Stanford University computer science department to increase technology and innovation education worldwide. Norvig and Thrun issued a certificate of accomplishment to students who completed the course (Rodriguez, 2012). The Stanford University computer science department caused a controversy in higher education with their participation in a MOOC that drew an unexpectedly large number of students taught by two of the world’s leading experts on AI (Conole, 2013). Conole (2013) noted that the AI MOOC controversy caused higher education to investigate new methods of developing online courses that would not only make more effective use of technology but also would attract a more diverse student body due to technology. Jenkins (2009) cautioned that students participating in MOOCs needed to possess adequate technology and literacy skills to find and use information effectively as is often present in connectivist learning theory. Continue reading “What is a MOOC?”
Blended learning enables important shifts in teaching and learning as schools move to a more student-centered, personalized approach. This session will address the why,what, where and how of the shifts in curriculum and instruction and provides school leaders with an understanding of new opportunities for personalization and for addressing learning differences; powerful applications of project-based, game-based and universal design for learning with technology; options for and affordances of digital curriculum and connected learning; and important new ways to think about the use of student learning time.
Please raise your hand if you’ve ever felt overwhelmed by the thought of creating a digital learning plan for your school or district.
When you start brainstorm the steps to having a digital learning plan, you’re hit with a blank word document or whiteboard, killing any creative notion you may have felt. Technology integration is daunting enough – never mind putting together a digital learning plan to be shared your school community.
Well, there’s good news: Creating a digital learning plan doesn’t have to be that daunting. With the right set of tools and information at your disposal, you could easily create an engaging digital learning plan — all without hours of research, a huge time investment, or hiring consultants.
We will walk through how to develop a digital learning plan in this series of blog posts. When we’re done you’ll know exactly how to create a digital learning. Ready? Let’s dive in.