Posts Tagged ‘reflection’
Why open portfolios?
Posted on: April 30, 2018
- In: Lehre | Methode | Reflexion
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In the Content Strategy program my students create a portfolio, write approximately once a month a post and share it openly in the web. Provoked by discussions with my students, especially with the COS17 students, I want to make my intentions why reflect openly clearer. Read the rest of this entry »
- In: Literatur | Reflexion | ZML-Leseclub
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In the weeks after my last post I continued reading Schön’s books „Reflective Practitioner“ (1) and “Educating the Reflective Practitioner” (2). This week we will discuss his ideas in the ZML Journal Club and I want to get a better understanding of what I have read.
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- In: Literatur | Reflexion | ZML-Leseclub
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Reading Schön’s book “Reflective Practitioner” is a great pleasure for me. In this post I will focus on the preface and Part I: Professional Knowledge and Reflection-in-Action (p. 3-69) Read the rest of this entry »
This week is a rather hard one for myself. The semester has started now, face-to-face and virtual student groups on slack, twitter, moodle, canvas, zoom, hangout and in the classroom (!) are fighting for my attention. I’m preparing a presentation which I have to deliver in about 5 hours … and I’m learning in two MOOCs. So – what better to do than to carry out an activity in the bizmooc Learning with MOOCs for professional development.
As initiator of the cope14 mooc and in my actual role as moderator I’m thinking about the motivations of the learners. Actually we are in week 4 which is the most challenging week with a lot of materials and assignments. In this week there are not so many learners actively posting contributions and it is easier to analyze fewer persons. Nevertheless my feelings about the learners were developing during the former weeks as well.
Self-motivated learners with lust for learning
There are learners who want to learn about the topics of cope14, they are curios about the content and they immerge in their learning processes. I suspect that these leaners are older than 30 or 40 years. Observing them I perceive that some of them have already had experiences with MOOCs but others are newbies. I admire their energy for learning. A part of them comes from abroad and all profit from the openness of cope14.
Semi self-motivated learners who bond with their teachers
There are students in our MOOC who got invited to cope14 by their teachers which are not their business teachers. And in some cases business is not a part of their study degree at all. I love to read their comments, they are funny learners who are open to new and challenging topics and they try to understand what’s going on in a special week. They seem to be satisfied with the insights they gain in their learning processes. (these students are coming from our university as well as from other universities).
In their attitude they are similar to the self-motivated learners with lust for learning. And … in some of their postings I got the impression that their bond with their teachers helped them to enter cope14 with an open mind and to overcome the challenges of learning in our MOOC.
Externally-motivated demotivated leaners
Furthermore there are learners who didn’t succeed or do not want to understand the principles of learning in cope14. (During the preparation phase I discussed the cope14 MOOC with many teachers and asked them to include it as part of a regular class and to allow freedom of learning for their students). Many of these learners are business students and were invited by their business teachers. My first hypothesis is that the open approach of cope14 is very different from the day to day experiences as business students or business teachers. My second hypotheses is that the dialogue and negotiation between teachers and students about learning in cope14 failed as well as the briefing process between teachers and cope14 initiators.
I expected some of the business students to love the openness of cope14, the materials and questions, the videos and the efforts their teachers invested into preparation of the weeks. In week 4 I cannot detect any of these students which is rather strange.
Of course these are my preliminary findings based on my observations and feelings and my leaners’ lists. After the end of cope14 we will evaluate all the material we gained during our MOOC experiment in more detail.
- In: #change11 | Kritik / Zukunft | Tool
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Serenaturri writes
Come trasformare l’oceano di dati in conoscenza? How to transform the ocean of data into knowledge? Come trasformare il medium digitale in un osservatorio che riflette l’ intelligenza collettiva? How to transform the digital medium into a observatory that reflects the collective intelligence? Come sfruttare questo nuovo mezzo per migliorare il processo di cognizione sociale e controllare lo sviluppo umano? How to exploit this new medium to improve the process of social cognition and how to control human development?
The problems in this process are l’opacità semantica, l’incompatibilità dei sistemi di classificazione e la frammentazione linguistica e culturale – the semantic opacity, the incompatibility of classification systems (in programming) and the linguistic and cultural fragmentation.
Jenny connected shares her impressions (in English 🙂 there were some postings in Portogues as well, but I didn’t read them…).
The focus of his book is the need for a symbolic medium and a new indexing system to replace current systems such as those based on the ways in which libraries organize information.
He writes that ‘the crowd’ is not stupid; it is essential to our collective intelligence and knowledge, but the individual’s role in collective, creative conversions is not forgotten or underplayed.
These topics are on the heart of my experiences in the Mooc as I try to organize myself, to keep an overview of all the activities, to swap languages (using Google translator sometimes – and it isn’t that bad). I’m looking for tools, which will help me in my efforts, I’m testing them – and I want to be open minded about frameworks which can support me. Nevertheless I’m sceptical that a programming language can do what I’m doing …. structuring, evaluating, skipping.
Lurking in the MOOC ?
Posted on: January 26, 2012
- In: #change11
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It seems that in these weeks after Christmas I’m only lurking in the MOOC and I’m reflecting if this is ok for me??
As the semester ends there’s some grading to do, there’s a deadline for European project proposals, I’m moderating my Gender and eLearning course and I’m preparing an online training for google+ which is rather tough work. I do not have that much time for the Change MOOC.
But I’m thinking about the MOOC and I’m doing some work around it: writing an article about the MOOC for our university’s newsletter, working on our version of the MOOC cow, planning some articles about my MOOC experience. I even took part in the online meeting yesterday with Preetha Ram, Hua Ali and I wrote some notes about social filtering but it was not enough for a blog post.
What about you other MOOC participants? Do you share my experience of variable committment?
I forgot about the MOOC
Posted on: January 6, 2012
- In: #change11
- 3 Comments
Spending the last days with my teenage son in London and being into real life all day and night – without computer or smart phone – I forgot about the “virtual world”. We walked a lot, chatted, ate, looked at nice old trees and at famous sight seeing-places, we browsed our new Englisch books – and the internet with all its tools and seductions was no topic at all.
As we were walking around all day in the evening we fell into bett and we slept a lot. Without laptop and audiobooks my son fell asleep early during the lecture of one of his English books (this sleep which he is missing normally with his timetable of standing up early and switching his lights off late).
Arriving home my son switched on the internet and ran for his laptop. I was clearing out our baggage, then cooking without any thought about the MOOC. During our dinner we discussed about his activities in facebook and speaking about “asynchronous communication” I awoke! And I remembered the MOOC (which kept me engaged every day from October until New Year’s Day) and my virtual course which will start on Monday – about Gender and eLearning, a course which is fun because the participants attend anonymously.
So I’m back to “real virtual life” – AND it was nice to have this unexpected break 🙂
Jupidus collections 
Am I smart enough to participate in a MOOC? – The discussion continues …
Posted by: jupidu on: February 23, 2012
As I was trying to answer the comments to my last post additional ideas emerged so I will summarize my answers to your comments in this post.
As the Change MOOC lasts so many weeks (I remember that I was happy about this long period during the first 12 or 15 weeks) I need some “time out” for reflection. And I never could start to participate in a new MOOC parallel to the Change MOOC (in contrast to some of my Change MOOC fellows).
Of course I’m seduced by the Connectivism and Connective Knowledge 2012 MOOC, but I believe that for my real MOOC experience I should focus on one MOOC and not hop in and hop off. I try to convince my students as well that they should stick to one tool (e.g. twitter) and explore its potential for at least 2 months before they “hop on” to the next nice tool.
It’s great to detect soul mates 🙂 Often I’m convinced that I don’t use today’s technology sufficiently and if I would organise my tools in a better way or discover the “ultra-tool” I would understand in greater detail what’s happening in the MOOC. As George doubtlessly is using more and more advanced tools and nevertheless struggles with similar problems I return to my starting point: that learning, understanding, sensemaking don’t depend that much on technical tools.
I like Doris Reeves-Lipscomb comment a lot and I got some interesting insights. An exerpt of her comment:
Like Doris I’m moderating online learning groups for several years. Until now I prepared a password-protected room with materials, questions, and room for my participants to discuss and reflect and contribute based on a social-constructivistic approach. The max number of participants was 15 and in spite of my support there were dropouts, persons who couldn’t become active in the virtual room.
Currently I’m establishing a network in Google+ (no password-protected room, about 60 participants, every day there is a different number of participants) and my training approach is less supportive than in previous trainings. I offer tasks and materials, and aggregate their content on a website, but I nearly do not provide individual support. I have the “feeling” that the training runs ok but I’m curios of the evaluation!
Great! Just during my “time out” the most important questions are discussed! I will try to catch up on the session with Geetha Narayanan during the weekend.