Exploring innovations in networked work and learning: The open course section of #msloc430

My course – MSLOC 430 – begins for enrolled Northwestern University Master’s in Learning and Organizational Change graduate students on Jan. 8. The following is my near-final draft of how I plan to run an open section of class during six of the 10 weeks in which the MSLOC course runs.… Continue reading

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Not quite a course, but more than a conversation

Coming soon: A good, draft design for opening up my Winter quarter course #msloc430 . And I’m going to ask for feedback (as in, would anyone participate?). I am at that point where I need to put structure to the whole event and see what people think.… Continue reading

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Hitting a productive point for #msloc430 course design

Have slowed down a bit on writing things down as part of my design update to my course. But it’s because I think I’ve hit upon a productive reframing of one key element of the course – how to glue together many apparently lightly connected concepts about enterprise social network (ESN) uses.… Continue reading

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Half-baked thinking: Content and structure for popping the lid on #msloc430 course

Day 3 of #WOLweek. I was walking home from campus today (I live a little over a mile from Northwestern University) after a pretty energizing day. But it is ugly cold for this time of the season and when I left the office about the only thing that I was aware of was the weather.… Continue reading

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A detour to consider pacing: Opening up my course #MSLOC430 #WOLweek

Update on day 2 of #WOLweek. My plans today were to make some headway in identifying new readings for my course, and I had a wee bit of success. More organizing and reacquainting myself with a few of articles that I had saved as potential readings.… Continue reading

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Challenge 1: Finding open content to open a course

This is not a surprise. In a perfect world, I would be able to share – in an open course – a selection of both academic and (thoughtful) practitioner readings that point to common themes and/or raise questions about our thinking or assumptions concerning enterprise social networking.… Continue reading

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#MSLOC430 course design: My current starting point

I have posted a draft version of my current syllabus in a Google doc along with some comments for context. I’ve cut out some of the graded assignment language and a few other things that are only meaningful for enrolled students in the course.… Continue reading

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Popping the lid off my class #msloc430 for #wolweek

This definitely requires coffee. So my official start is tomorrow morning (CST U.S.). But here’s the setup. For the past few days I’ve been noodling how to tweak the design of my course – which deals with enterprise social networking and knowledge sharing – and include others in a larger learning experience.… Continue reading

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Any Questions?

(Image shared by db Photography on flicker CC-BY)

(Image shared by db Photography on flicker CC-BY)

In the terrific book, How People Learn, [1] the authors describe 3 key findings about how people learn, what teachers should do with those findings, and what it might look like in the classroom:

  1. Students come to the classroom, each with their own pre-existing knowledge, experiences, skills, motivations, and resources, that the teacher needs to draw out and work with through student-centered activities.

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Think-Pair-Share meets Peer Instruction

This Summer, my center is supporting a cohort of 24 graduate students who are teaching for the first time. They’ve participated in our teaching and learning class, The College Classroom, and we strongly encourage them use evidence-based, student-centered instructional activities in their classes.…

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