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Kuo, R., Hsieh,A., Chang, M., & Heh, J.-S. |
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Sending the Most Appropriate Feedbacks to Students |
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2007 |
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WSEAS Transactions on Information Science and Applications |
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4 |
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3 |
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584-591 |
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1790-0832 |
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AU @ pinkyshres @ |
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695 |
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Lin, T, Kinshuk, & Graf, S. |
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Title |
Semantic Relation Analysis and Its Application in Cognitive Profiling |
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2007 |
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Proceedings of the IEEE International Conference on Advanced Learning Technologies |
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683-685 |
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IEEE Computer Society |
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Niigata, Japan |
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295 |
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Dron, J. |
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Self-paced and Social |
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2012 |
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 |
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962-976 |
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Traditionally, much institutional self-paced distance learning has been a largely individual activity, offering limited opportunities for teacher-student interaction and almost none for student-student interaction. This is because, when students are all learning different things at different times, unless enrolment is extremely high, it is difficult to engage in any form of meaningful social learning. This paper reports on a self-paced course at Athabasca University that is designed to provide both the freedom of self-paced learning and the pedagogical benefits of social learning. At the same time the approach deals effectively with issues of plagiarism and the different needs, skills and interests of diverse learners. |
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764 |
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Dron, J. |
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Self-paced and Social |
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2012 |
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World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education |
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2012 |
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962-976 |
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765 |
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Dron, J.; Ostashewski, N. |
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Title |
Seeking Connectivist Freedom and Instructivist Safety in a MOOC |
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2015 |
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Abbreviated Journal |
Educación XX1 |
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18,2 |
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Many MOOCs rely on instructivist pedagogies, in which teaching follows a top-down transmission model. Whether they follow a behaviourist, cognitivist or constructivist path, teachers guide or dictate activities as well as provide information that learners use in learning. In most cases, learners are not treated as sources of knowledge but as recipients or, at best, constructors of it. This is a waste of the vast pools of skills and knowledge that inevitably exist in any large collection of learners and is diametrically opposed to the principles behind earlier but now less commonplace connectivist MOOCs (cMoocs). Such cMOOCs, at least in principle, benefit from scale – they gain value the more people there are engaged in them because, though they coalesce around shared events and resources that resemble the instructivist patterns of publication, learners generate and design their own learning paths, discussing, debating, sharing their learning in rich networks and clusters of networks. As part of a strategy to explore different approaches to MOOC delivery, we developed a site using the Elgg social media framework in order to attempt to gain benefits of social sharing to support learning. Participating in the Digital Age, a six-week Australian MOOC (PDA MOOC), self-referentially was concerned with learning to be a digital citizen while using participatory tools to do so. In this paper we report on the theoretical foundations of the design, its technical implementation, and the benefits and disadvantages of the approach when the course was run. |
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AU @ jond @ |
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739 |
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