MOOCs (Massive Open Online Courses) are emerging as innovative educational solutions for the lifelong learner.
If you are unfamiliar with MOOCs, I encourage you to view a great introductory video found here prior to watching the below video.
This video outlines some of the key ideas surrounding MOOCs as well as some of the advantages and disadvantages of this new learning frontier using CCK08 as a basis for discussion.
If you are interested in participating in a MOOC, you can register for the Change MOOC here, or you can register for the 2011 installment of the CCK (Connectivism and Connective Knowledge) MOOC here. In addition, the MOOC entry on Wikipedia is often updated when a new MOOC is being formed.
Resources:
de Waard, I. (2008). Explore a New Learning Frontier: MOOCs. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/721/explore-a-new-learning-frontier-moocs
Mackness, J., Mak, S.F.J. & Williams, R. (2009). The Ideals and Reality of Participating in a MOOC.
Networked Learning Conference 2010, Denmark.
Showing posts with label adult learning. Show all posts
Showing posts with label adult learning. Show all posts
Saturday, October 22, 2011
Tuesday, March 15, 2011
Learning Theory: Androgogy
This great introductory video to androgogy by Janet Finlay provides context for the differentiation between androgogy and pedagogy, and also outlines the 6 assumptions of the theory.
Androgogy- Leader of Men
Pedagogy- Leader of Children
6 assumptions of Androgogy as proposed by Malcolm Knowles:
1. Need to Know
2. Self Concept
3. Experience
4. Readiness to learn
5. Orientation to learn
6. Motivation to learn
The main critique of Androgogy is that there is "little or no acknowledgement that every person has been shaped by his or her culture and society," (Merriam, 2001)and simply presents all adult learners as "autonomous, free, and growth oriented." (Merriam, 2001)
References:
Finlay, Janet (2010) Androgoy (Adult Learning). YouTube Video, retrieved from: http://www.youtube.com/watch?v=vLoPiHUZbEw
Merriam, S. (2001). Andragogy and self-directed learning: pillars of adult learning theory, In The New Update on Adult Learning Theory, Ed. Sharan, M. San Francisco: John Wiley & Sons, pp.3-14.
Thursday, October 7, 2010
Learning Theory: Constructivism
A case for the use of constructivism in distance learning:
Aligning constructivist and adult learning theories within online technologies can help gauge how they are used successfully for learning at a distance. Constructivists view knowledge as constructed by learners through social interaction with others, and place great importance on the “socio-cultural context in which learning takes place and how the context has an impact on what is learned” (Huang, 2002). Learners learn actively and construct new knowledge based on their prior knowledge, and with the support of cognitive tools, learners can discover rich resources to solve problems and construct knowledge. For example, “synchronous and asynchronous discussions focus the development of knowledge-building communities where participants share information in the pursuit of a meaning, and reflect on the knowledge that they have constructed” (Huang, 2002).
To address concerns that “distance learning loses some humanity or it forms social isolation”, or “collaborative learning is in conflict with individual differences” (Huang, 2002), successful constructivist and social constructivist models provide a safe environment conducive to interaction, social negotiation, and individual experience. Students are able to express themselves freely, share ideas, and ask questions that promote reflective responses. Through asynchronous and synchronous discussion, students are given freedom to select and arrange their learning processes with other learners. By being distant from instructors and peers, the student takes ownership of his/her learning process through autonomy, self direction, and motivation.
Another concern of distance learning environments is authenticity of learning. Critics argue that only real-world, case-based environments can provide for meaningful and authentic knowledge. However, learners “must learn how to manage, analyze, critique, cross-reference, and transform the information presented to them into valuable knowledge” (Huang, 2002). When given a safe environment to interact with teachers and peers, the learner constructs knowledge in a way that is authentic to them. Using a constructivist approach to distance learning provides students the social interaction necessary to elicit reflective responses where the learner is able to build his her own authentic knowledge based on individual experience.
Reference:
Huang, H.-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.
Aligning constructivist and adult learning theories within online technologies can help gauge how they are used successfully for learning at a distance. Constructivists view knowledge as constructed by learners through social interaction with others, and place great importance on the “socio-cultural context in which learning takes place and how the context has an impact on what is learned” (Huang, 2002). Learners learn actively and construct new knowledge based on their prior knowledge, and with the support of cognitive tools, learners can discover rich resources to solve problems and construct knowledge. For example, “synchronous and asynchronous discussions focus the development of knowledge-building communities where participants share information in the pursuit of a meaning, and reflect on the knowledge that they have constructed” (Huang, 2002).
To address concerns that “distance learning loses some humanity or it forms social isolation”, or “collaborative learning is in conflict with individual differences” (Huang, 2002), successful constructivist and social constructivist models provide a safe environment conducive to interaction, social negotiation, and individual experience. Students are able to express themselves freely, share ideas, and ask questions that promote reflective responses. Through asynchronous and synchronous discussion, students are given freedom to select and arrange their learning processes with other learners. By being distant from instructors and peers, the student takes ownership of his/her learning process through autonomy, self direction, and motivation.
Another concern of distance learning environments is authenticity of learning. Critics argue that only real-world, case-based environments can provide for meaningful and authentic knowledge. However, learners “must learn how to manage, analyze, critique, cross-reference, and transform the information presented to them into valuable knowledge” (Huang, 2002). When given a safe environment to interact with teachers and peers, the learner constructs knowledge in a way that is authentic to them. Using a constructivist approach to distance learning provides students the social interaction necessary to elicit reflective responses where the learner is able to build his her own authentic knowledge based on individual experience.
Reference:
Huang, H.-M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37.
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