syndicating 4705 posts from 513 #etmooc blogs

Ethics for MOOCs: Provisional Imperatives

I think I should say something about what I mean by the term ethics, especially as distinguished from morals. In fact, I do not distinguish much between ethics and morals; rather, I follow what Bruce Weinstein says about the distinctions between the two: "[J]ust about everyone understands that both ethics and morality have to do with identifying right conduct and good character.…
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Open Education Week 2015

Open Education Week 2015

It is Open Education Week 2015 this week! In light of our focus on globalization and open courses, this is the perfect time to celebrate and learn more about open education. Join us as we engage in discussion and participate in various events that are taking place across the world.

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Ethics for MOOCs: Assertive Humility

So in my last post I introduced the idea that engagement of complex spaces such as in cMOOCs requires ethical choices. We must define the open, shifting space to make sense of it, deciding what is valuable and what is not, what is in, what is out, and how it should be arranged.…
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Some Simple Aggregation

A couple of weeks ago I kicked of a blogging bootcamp as part of my day job. The idea is to help folk through getting started with class blogging. Each week for 10 weeks there are, technical tasks, discussions and blogging challenges which participating classes (or teachers) can choose to do.…

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Ethics for MOOCs: Complex vs. Simple Learning

I've just written two things that have left me dissatisfied, and both of them had to do with ethics. The first was a long comment on France Bell's post Cycling between private and public in researching Rhizo14 about the recent article she wrote with Jenny Mackness, Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade.…
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Budget Requests on Pinterest

Decided to put together a list of desirable resources together for my budget next year - what I will be able to get and what I have may be a slightly different list but I was nice just looking through everything.…
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Assessing Differentiated Tasks

A recent discussion with a colleague has me again wondering how best to assess differentiated tasks, though really, it’s not so much assessment, but grading, that I have a problem with. If we give students a choice of tasks, differentiated according to prior learning and understanding, basically by content, rather than by interest or presentation style, should a student who does ‘easier’ work be able to get the same marks as a student who does ‘harder’ work?…

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Watch this Veritasium video once, twice, three times

I teach a course about teaching and learning in #highered to a dedicated and enthusiastic group of graduate students and postdocs. One of our sessions is about “teaching-as-research,” something the Center for the Integration of Research, Teaching and Learning (CIRTL) Network describes like this:

The improvement of teaching and learning is a dynamic and ongoing process, just as is research in any STEM* discipline.

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syndicating 4705 posts from 513 #etmooc blogs