Well its not really a glossarium, it is a overview of this change11 blog. (And I am still working on it in 2012)
- Authentic learning, teaching with real-world tasks in a rich context. Why not add real world experience to learning if possible?
How to cope with abundance and overload? Just make your choice, like in a library.
Autonomy is a returning subject: Autonomy in a MOOC, “we enter a new ‘knowledge domain’ as visitors (and need help and teaching) then as ‘Autonomy’ develops we are residents (who are integrated in the community).”
- Be courageous. Strive hard to not be the knower. (Slogan of this blog, lesson learned of Dave Cormier)
- “… Content is easily duplicated and has no value. What is valuable, however, is that which can’t be duplicated without additional input costs: …” (Gearge Siemens)
A MOOC will be a community when people do share, add comments, track subjects and people. It is the emotions, like, dislike, admiration, that make a community.
Some remarks on the philosophy of Change.
Cultural differences are hidden but they do exist. Some philosophers are very popular in some countries and neglected in other countries, may be because they do not fit in the local culture.
How to evoke comments on your blog. Blogging in a MOOC is a very good way to learn to blog and publish.
- Digital scholarship is “…For now, a definition of someone who employs digital, networked and open approaches to demonstrate specialism in a field is probably sufficient to progress. …”
Deleuze: Learning narrative in Tai’s blog as an instrument to assess prior (emergent; non-formal) learning fits in the rhizome approach of learning.
- What emerges out of the complexity of a MOOC could be learning, could be “creative” inventions or products.
- facilitators just give a lecture.
- Social Artist. An artist is opening spaces and is not changing systems or educating in the old sense of intentional changing people. Why small things matter.
- Introversion as a label. Labeling is dangerous.
- What is learning? what is important in learning? Storage, knowledge, connections? #change11
- MOOC , why a MOOC? A MOOC is dangerous, What are consequences of ‘doing a MOOC’?
Media Wise, teaching about impact of new media, critical use of media, evaluating information.
- My network and social media Revise my network to be wider and more inclusive. #change11
- Openness in education about screens and glass and school standing between the learner and the world.
- Teachers are busy presenting and not connecting to the students. A cry for better teaching methods even in a MOOC. Please make sure your answers do fit the questions of your audience.
- Reductionism: The [flawed] premise is that the world is predictable and understandable, so that we can capture the ‘right’ behavior and train it. …” (Clark Quinn) This “flawed premise” is what we could name “reductionism”. No sound academic is reductionist. Schools do make their students believe that scientific proof is possible. I do not agree with Quinn, in my view the world is predictable, but predictions sometimes do not come true. Than our predictions were not right.
A rhizomatic model explains growth in many directions and explains learning as establishing connections. The rhizomatic learning metaphor could be useful. The philosophy of Deleuze is to French and mystic for my taste.
- Skills or knowledge What is learning?
- Teachers and #change11 What we need is independent thinking. Does this mean a more free curriculum?
- Critical Thinking is an important skill and should be teached in schools. But how do you test this critical thinking?
Stefan Themerson is a very interesting author, this MOOC made me read his books.
- Why small things matter. To listen to the silence, we may need to slow down? (Nancy White)