It’s been a while, hasn’t it? It’s not that I haven’t thought of you often, of what I would say or things you might enjoy. It’s just, well, time and my own inability to organise myself…
You might notice a difference in the types of things I post from here on out in comparison to previous posts. And that’s because, well, here’s my official news: I left Blackboard in March. Although I tweeted about it a few times, there are some who still didn’t know. I wasn’t there as long as some people, certainly not as newsworthy as others, but the positive comments on twitter when I shared my news were rather soothing to my frail ego.Read More »
I’ll admit. I’ve never understood the hype about MOOCs (MOOC = Massive Open Online Course).
Maybe I’ve worked too close to edtech to see it as a “revolutioniser” of education for the masses. I’ve had online components of my F2F courses at university and did a wholly-online course as well. I’ve tried out a few MOOCs from Coursera, Open2Study, UNEOpen to see what the fuss was all about and mostly left with a resounding “meh”. I’ve watched article after article be posted in sites like Inside Higher Ed about the MOOC wave and various iterations thereof and left more confused and less inspired each time.
Many people far more eloquent, accredited and intelligent than I have harped on about what a MOOC is, what it should be, what it’s not, what it’s going to change in education and how much money will be spent on this trend.
Me? I noticed this today: “Top #MOOC provider edX no longer free for all” which got me thinking about the “open” in a MOOC. Is it referring to free or freely available? Open entry, i.e. no prerequisites/all entry level, or openly (publicly) advertised? Openly shared as a resource or leveraging openly shared resources?Read More »
Recently, I’ve been working more closely with Registered Training Organisations (RTOs) and their online learning needs. We’ve been bringing on more and more clients to the Moodlerooms platform (link) because of a number of exciting enhancements on top of core Moodle. One of those that I’m really excited about is a new version of Outcomes – tracking, aligning and reporting on learning outcomes or competencies at a course level.
Currently in core Moodle (on which Moodlerooms is based), outcomes don’t quite match what educators are looking in terms of managing learning outcomes:
You can choose a list of outcomes for the site, and you can choose a subset of those for the course, and you can assign outcomes to various activities, and even set grades (via scale) for them in assignments. This helps somewhat for course design and some grading, but there is no transference into competencies, and there is no concept of progress tracking for students based on these. (Martin Dougiamas, ‘Outcomes, Stage 2’)
The Moodle outcomes system as it exists today does not accomplish what customers demand and require, due to some key missing functions, including the ability to easily import hierarchical standards and the ability to map and track outcomes on quiz questions and rubric rows. This limits Moodle adoption in K12, corporate, for-profit, and, to a lesser extent, higher education, specifically community colleges. (Outcomes Specification, Moodle Docs)
Read More »
Last night, Steve Wheeler pondered “Do open badges signal the death of the e-portfolio? #learningpoollive“. The sentiment of that conversation is that, yes, Steve and others believe they do.
The key reason I don’t believe that badges signal the death of the eportfolio is the purpose for their respective initial creation, ongoing development and real-life application.Read More »
Badges. Open badges even. [cue music: Badger, badger, badger, badger…] They’re, like, totes popular right now, you know?
This is not a post about open badges, per se. Nor their application in a learning situation. This is not a discussion of their validity. All sorts of other people are talking about the “why” and the technical aspect of “how”. I want talk about the snake in the grass – the policy implications that need to be considered for any organisation looking to implement (or allow individual teaching facilitators to individually implement) them.
The topic came up recently in discussions with my colleagues and our clients who are keen to use badges in their Higher Education academic courses. As an example, a student is awarded open badges for completing assessments in a paid tertiary-level course. They are awarded extra badges for reaching certain grades, that may not necessarily reflect their achievement across the whole course. These badges are added to their LinkedIn profile, resume and similar. Potential employers can then see that they “achieved” a level of competency in a certain part of that course – is that accurate, fair, appropriate, scalable?Read More »
Every day I see tens, hundreds of links of interesting articles, usually on twitter. Some I retweet, others I just favourite. Very few I actually get time to properly read and analyse.
I feel like I’m consuming information, but only superficially. I feel like I can regurgitate what others think, quote, reflect, but there’s no space for my opinion. There’s no time for me to formulate my own thoughts or process my own questions.
I want to give myself a platform to process all the interesting tidbits I come across on the Internet, give myself a reason to go deeper, give myself permission to search and wander, give myself a way to ask questions and wonder.
So, I decided to blog.Read More »