Thursday, February 21, 2013
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Wednesday, February 6, 2013
#EDMOOC ARFID, IS IT FUN TO KNOW YOU?
Enjoyed reading the article on the Internet of Things by Julian Bleecker. His definition of a 'Thing' opened for me a new way to think about the potential of engaging information from networking to improve the world, not just for connecting humans. A 'THING' makes, disseminates and enhances meaning; it draws attention and is assertive. A 'THING' enters into conversations that yield consequences.
And was I just whining about being invisible! Bleecker said, "
Not fun to read that, but an eye-opening article none the less.
This diagram on ARFID (or RFID: radio frequency identification) might be useful.
<a href="http://rfid.thingmagic.com/rfid-infographic"><img src="http://rfid.thingmagic.com/Portals/42741/images/ThingMagic-Infographic_FINAL_July201.jpg" alt="The Future of RFID" width="680" border="0" /></a><br />Presented By: <a href="http://www.thingmagic.com/">ThingMagic</a>
Enjoyed reading the article on the Internet of Things by Julian Bleecker. His definition of a 'Thing' opened for me a new way to think about the potential of engaging information from networking to improve the world, not just for connecting humans. A 'THING' makes, disseminates and enhances meaning; it draws attention and is assertive. A 'THING' enters into conversations that yield consequences.
And was I just whining about being invisible! Bleecker said, "
Heck, most humans don't have the capacity to effect the kind
of worldly change and receive the same order of protection, status and economic
resources as a fish! (
Witness the Spotted Owl. Witness the Pacific Northwest
Salmon. Witness all the non-human, non-subject "things" that became
fully imbued with the status of first-class citizens.)
Not fun to read that, but an eye-opening article none the less.
This diagram on ARFID (or RFID: radio frequency identification) might be useful.
<a href="http://rfid.thingmagic.com/rfid-infographic"><img src="http://rfid.thingmagic.com/Portals/42741/images/ThingMagic-Infographic_FINAL_July201.jpg" alt="The Future of RFID" width="680" border="0" /></a><br />Presented By: <a href="http://www.thingmagic.com/">ThingMagic</a>
#EDMOOC LOST IN THE CROWD . . .AGAIN!
A number of women I know, as we turned 50, began speaking about how we had 'disappeared' in the world. No one seemed to be looking at us anymore. We shared a feeling of being invisible, unwanted, left out and struggled to retain a sense of ourselves and the value we brought to others in our lives.
There is also a feeling that many BabyBoomers share: because there are so many of us it doesn't seem like you can have a thought or idea that really is new or unique thing. Every new idea or new thing you create, someone somewhere has already created it: you are a paradigm shift always on the brink of happening.
I am noticing that feeling again: 40,000 people in the MOOC. It feels easy to get lost. I am lost. No one acknowledges my posts, no faculty know my name. I can't even find a response to my responses to others.
What do I think of MOOCs? Glad to get the learning; don't appreciate the numbers. The odds are against feeling at home, as was identified as an important factor for engaging people in learning with new technology.
Who has found a home here? Please tell me how.
A number of women I know, as we turned 50, began speaking about how we had 'disappeared' in the world. No one seemed to be looking at us anymore. We shared a feeling of being invisible, unwanted, left out and struggled to retain a sense of ourselves and the value we brought to others in our lives.
There is also a feeling that many BabyBoomers share: because there are so many of us it doesn't seem like you can have a thought or idea that really is new or unique thing. Every new idea or new thing you create, someone somewhere has already created it: you are a paradigm shift always on the brink of happening.
I am noticing that feeling again: 40,000 people in the MOOC. It feels easy to get lost. I am lost. No one acknowledges my posts, no faculty know my name. I can't even find a response to my responses to others.
What do I think of MOOCs? Glad to get the learning; don't appreciate the numbers. The odds are against feeling at home, as was identified as an important factor for engaging people in learning with new technology.
Who has found a home here? Please tell me how.
Sunday, February 3, 2013
#EDMOOC
Right now I feel like I'm a kid in a playpen surrounded by toys. The playpen? The Coursera course structure. Keeps me off the streets and gives appropriate boundaries.
The toys? This blog for one--I'm looking forward to how the faculty will mash us bloggers all together in the News while still communicating the fresh new ideas being shared by bloggers, and still making some sense of it all!
I greatly enjoyed being part of the Hangout, and would like to learn from the faculty how it was set up to have so many people able to tune in at the same time. It seems to me that Google Hangout was limited to 10, so what is the secret? Please tell me more. . . .?
The discussion groups brought forward a fascinating mix of thoughts from people all over the world--what a great reminder of the international possibilities of learning right now. Still, how will faculty deal with having to 'slow down' or 'quit waving your hands'? Has anyone been working on integrating simultaneous translation into other languages?
Thanks to help from others, I am now unsubscribed from week 1 responses to faculty questions, and am ready for the onslaught of week 2. Have just started to view the clips.
I have been thinking and rethinking my own program that I am revising from on-ground only to blended learning, and one insight came out of the fact that some participants here have been interacting for months. Although I was feeling quite a bit left out of the early organizing and grouping (cliques forming!), it did make me realize that pre-course participant interaction would be quite additive to the program I am designing.
This could include introducing oneself and perhaps posting a photo on a blog, pre-reading and discussion group questions, plus other e-learning tools that will help set the scene, ensuring that everyone is on board and helping them get a running start on shared learning.
Right now I feel like I'm a kid in a playpen surrounded by toys. The playpen? The Coursera course structure. Keeps me off the streets and gives appropriate boundaries.
The toys? This blog for one--I'm looking forward to how the faculty will mash us bloggers all together in the News while still communicating the fresh new ideas being shared by bloggers, and still making some sense of it all!
I greatly enjoyed being part of the Hangout, and would like to learn from the faculty how it was set up to have so many people able to tune in at the same time. It seems to me that Google Hangout was limited to 10, so what is the secret? Please tell me more. . . .?
The discussion groups brought forward a fascinating mix of thoughts from people all over the world--what a great reminder of the international possibilities of learning right now. Still, how will faculty deal with having to 'slow down' or 'quit waving your hands'? Has anyone been working on integrating simultaneous translation into other languages?
Thanks to help from others, I am now unsubscribed from week 1 responses to faculty questions, and am ready for the onslaught of week 2. Have just started to view the clips.
I have been thinking and rethinking my own program that I am revising from on-ground only to blended learning, and one insight came out of the fact that some participants here have been interacting for months. Although I was feeling quite a bit left out of the early organizing and grouping (cliques forming!), it did make me realize that pre-course participant interaction would be quite additive to the program I am designing.
This could include introducing oneself and perhaps posting a photo on a blog, pre-reading and discussion group questions, plus other e-learning tools that will help set the scene, ensuring that everyone is on board and helping them get a running start on shared learning.
Thursday, January 31, 2013
#EDCMOOC Now that I have spent hours trying to figure out how to add a post to this blog, I have learned lots more that I think the class designer/instructor needs to think about:
1) Our program participants will need better HELP using the tech tools that we want to utilize to deliver course content. And we may have to be responsible for ensuring its availability!
Although I am pretty computer savvy, when signing in to use Google blogger for this course, I couldn't seem to get to a page where I could add a post (this one, in fact). I even found (by going through every one of the Google Help categories) that HELP didn't help me in trying to figure out why I couldn't add a post to this blog. Finally I discovered that I had 2 accounts (with different emails and passwords). Troubleshooting this was NOT SIMPLE and needs to be.
2) As instructors, we must be sure that the tools, software, etc. we incorporate in our learning maps have clear step-by-step, how-to guides plus comprehensive HELP.
I believe it is important to remember that IT IS NOT ABOUT THE TECHNOLGY, IT'S ABOUT THE TOPIC.
Incorporating URLs and getting folks to the right page is very helpful. However, that may be just the beginning of what the learner needs. Struggling to use the technology as a learner can detract from maintaining a commitment to learning the content, itself.
3) As instructors we need to keep it simple. Let students spend their time enriching themselves in the learning, not struggling with having to engage with all the bells and whistles technology we can throw at them.
I believe that this feeling of overwhelm that many have spoken of in this first week of the course has more to do with getting on board with all the tools we were to engage with, than the topic itself.
1) Our program participants will need better HELP using the tech tools that we want to utilize to deliver course content. And we may have to be responsible for ensuring its availability!
Although I am pretty computer savvy, when signing in to use Google blogger for this course, I couldn't seem to get to a page where I could add a post (this one, in fact). I even found (by going through every one of the Google Help categories) that HELP didn't help me in trying to figure out why I couldn't add a post to this blog. Finally I discovered that I had 2 accounts (with different emails and passwords). Troubleshooting this was NOT SIMPLE and needs to be.
2) As instructors, we must be sure that the tools, software, etc. we incorporate in our learning maps have clear step-by-step, how-to guides plus comprehensive HELP.
I believe it is important to remember that IT IS NOT ABOUT THE TECHNOLGY, IT'S ABOUT THE TOPIC.
Incorporating URLs and getting folks to the right page is very helpful. However, that may be just the beginning of what the learner needs. Struggling to use the technology as a learner can detract from maintaining a commitment to learning the content, itself.
3) As instructors we need to keep it simple. Let students spend their time enriching themselves in the learning, not struggling with having to engage with all the bells and whistles technology we can throw at them.
I believe that this feeling of overwhelm that many have spoken of in this first week of the course has more to do with getting on board with all the tools we were to engage with, than the topic itself.
Tuesday, January 29, 2013
My email keeps tossing the course discussion group posts into the Junk mail. When I looked, on one thread alone, there were 121 posts.
I'm not sure how to digest and interact thoughtfully to the input of 40,000 people. I am wondering if interactive MOOCs are the way to go??? Are others feeling overwhelmed? #edcmooc
I'm not sure how to digest and interact thoughtfully to the input of 40,000 people. I am wondering if interactive MOOCs are the way to go??? Are others feeling overwhelmed? #edcmooc
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