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Connectivism
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Most of the research into measuring student engagement prior to the widespread adoption of online, or web based classes, has concentrated on the simple measure of attendance (Douglas & Alemanne, 2007). "Stovall (2003) suggests that engagement is defined by a combination of students’ time on task and their willingness to participate in activities. Krause and Coates (2008) say that engagement is the quality of effort students themselves devote to educationally purposeful activities that contribute directly to desired outcomes." 
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MOOC's are based on the connectivist theories that learning and cognition happen in a network. He believes that as the world in changing, education and the way we learn is also changing and the MOOC is his response to ...
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Right now, I’m participating on various levels in three MOOCs: #Change 11, facilitated by Siemens, Cormier & Downes, Alec Couros’ EC&I 831, and Bud Hunt’s Writing & the Common Core on P2PU. This experience is a little like being Goldilocks in the MOOC version of the fairy tale. There’s the Daddy-size MOOC (#Change 11), a Mama-size MOOC (EC&I 831), and a Baby MOOC (P2PU) and I’m wandering through them, trying to find the one that’s just right.
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Talk #1 about the Connectivism Course 1200 people sign up for a very cool Connectivism Course... but what is it?
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Week 3 ePortfolio Assignment and WordPress Terminology Test TPACK Models Tech of the Week ...
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The first week of #change11 will serve to orient you to the course format and ways in which you can become involved in the course. This is a five day guide to open course bliss!
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Written and Narrated by Dave Cormier Video by Neal Gillis Researchers: Dave Cormier Alexander McAuley George Siemens Bonnie Stewart Created through funding r... ...
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Edgar posted on Facebook "Learning may reside in non-human appliances", how can you explain this?
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In thinking about what a MOOC is, and as I continue to think about how it can be applied to language learning, there is a major distinction between two types of MOOCs: Courses and Conferences.
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By Stephen Downes
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They are all examples of sensemaking artifacts. Teaching and learning in social and technical networks is difficult (at first) because many of the routines and activity markers from traditional courses and classrooms are not present.
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What was surprising was that many of the people who critiqued it, actually were experienced researchers, yet they did not actually follow the course itself. On top of the fact that they did not follow it, or only took a very brief glance at the concept, they critiqued the fact that George and Stephen came away with the idea of connectivism, because people were blindly following their concept, as though the people that took the CCK-course were not able to think for themselves.
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During this past summer I took part in EduMOOC –Online Learning Today and Tomorrow, a Massive Open Online Course, which was based in Connectivist theory, and I feel this is the more appropriate philosophy for helping the 21st century community college learner.
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I have signed up to the Change11 MOOC and feeling a little bit wary as day job is intensely busy and I am not sure I can make the commitment. Of course, the reason that I have signed up is that I... ...
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As someone who attended the first MOOC run by Stephen Downes, George Siemens and Dave Cormier, I am particularly interested in how their ideas have been developed and refined since 2008.
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The purpose of this document is two-fold:
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My thoughts on what the change mooc is and how people might want to participate in it. ...
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This post grapples with an idea that I’m still coming to understand, but that feels important: namely, who participates in open online courses, what are the elements of privilege that we overlook in planning and running course, who benefits, and why?
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