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Scoop.it!
Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. 
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Scoop.it!
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Open online courses – an avalanche that might just get stopped via @guardian http://t.co/fJfhl1OSpj Via Dr. Susan Bainbridge
Steven Verjans's insight:
Guardian article about the end of MOOCs
Bruno Winck, Kneaver's comment,
August 4, 2013 5:43 AM
Strange how a history teacher didn't learn from history and keep predicting failures of disruptions.
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Steven Verjans's insight:
A Pearltree curated by Robin Good that categorizes and organizes content curation tools. Very good starting point for people new to content curation.
Alex Grech's curator insight,
August 9, 2013 11:35 AM
My current absorption with Pearltrees started with an exploration of Robin Good's incredible structure. To be studied, admired and shared.
Scoop.it!
I recently finished reading the book A Brief History of Everything, by Ken Wilber, who I first wrote about last year in a post entitled "An Integral Approach to Marketing." I have wanted to read th...
Steven Verjans's insight:
Expansion of the model by Burton & Obel on dynamic fit. importance of culture and passion. Also mportant for learning cultures
Scoop.it!
I guess we all knew the MOOC bubble would burst sometime, but I'm saying it's happened this week - it just doesn't know it yet. The reason? Commercial MOOC providers have started making noises about becoming elearning courseware providers for...
Steven Verjans's insight:
The hype cycle at work. Question now: how to align MOOCs with your institutional learning strategy?
Scoop.it!
Be gone, irritating chain email about a fake virus scare that your head of HR sent out! Away, pictures of a random offsite meeting that no one actually cares about!
Steven Verjans's insight:
Now you can integrate your social Intranet with your external content curation! Brilliant!
Scoop.it!
Unter @being_Vodafone twittert jede Woche ein neuer Mitarbeiter über seinen Arbeitsalltag und seine Erfahrungen bei Vodafone.
Steven Verjans's insight:
Interesing new concept for me: rotation curation
Scoop.it!
Knowledge Management: Creating a Social Intranet Where Your Employees can Learn, Elizabeth Lupfer, the social workplace, 9 April 2013 "Collaboration has become more than just a hot topic. It’s now ...
Steven Verjans's insight:
Important sentence: "We are seeing that the best intranets are those that are integrating social technologies that not only drive community and collaboration, but also knowledge management."
Scoop.it!
Executives report that the adoption of social-media tools at their companies is high—and that this usage could spur additional benefits. A McKinsey Quarterly High Tech article.
Steven Verjans's insight:
The networked enterprise: how does Higher Education prepare its students?
Scoop.it!
Is it inappropriate to take the word ‘dropout’ from one context and stamp it upon another? With MOOCs I’d call it a category mistake, when a word is used to mean one thing (pejoratively) in the context of a long school, college or University course, then applied with the same pejorative force to a very different type of learning experience Via verstelle, Frederik Truyen
Steven Verjans's insight:
Maybe the discussion of MOOC 'dropout' can fuel the discussion of mental dropout in traditional face-to-face university education?
verstelle's curator insight,
March 23, 2013 7:03 AM
Great posting! Good MOOCs will allow you to truly go at your own pace, to stop and start, go off on an exploratory path and return again. This is what true adult learning is and should be. They should not copy but complement or construct new models of learning. MOOCs encourage the ‘look see’ approach to learning We need to look at uptake, not dropout. Dropout is a highly pejorative term that comes from ‘schooling’. The ‘high school dropout’. He’s ‘dropped out of ‘University’. It's this pathological view of education that has got us into this mess in the first place. MOOCs are NOT school, they eschew the lecture hall and are more about learning than teaching. MOOCs, like BOOKs, need to be seen as widely available opportunities, not compulsory attendance schooling. via @fagotissimo 
Frederik Truyen's curator insight,
March 23, 2013 7:42 AM
Interesting read point of view from Donald Clark
Scoop.it!
I was recently asked this question: Where does “managed learning” stop and “self-managed” learning begin? So I created a chart ,which I am sharing below, to visualise my tho...
Scoop.it!
While Massive Open Online Courses (MOOCs) may allow free education on an enormous scale, one of the biggest criticisms raised about MOOCs is that although thousands enrol for courses, a very small proportion actually complete the course. The release of information about enrollment and completion rates from MOOCs appears to be ad hoc at the moment - that is, official statistics are not published for every course. This data visualisation draws together information about enrollment numbers and completion rates from across online news stories and blogs. Via Peter B. Sloep
Steven Verjans's insight:
I tend to agree with Inge (@Ignatia) that MOOC's may be instrumental in (re-)shaping continuous professional development, rather than substituting complete initial academic degrees (Bachelor or Master). Another opportunity is that MOOCs act as elective courses in full academic programmes, and thus enable virtual student mobility. Students can then extend their learning network during their initial study.
Peter B. Sloep's comment,
March 2, 2013 4:10 AM
I am not sure it is the larger number of opportunities to interact that explains the success of larger courses. As long as they use fora without any intelligence for matching people (or filtering out non-matching people), the larger the forum, the more confusing it gets.
PaigeCuffe's curator insight,
March 3, 2013 12:17 PM
The best collection of numbers related to mooc participation I've seen - so far. 'Participation' is a difficult thing to identify and define in the original cMOOC formats, where it is possible to visit without signing in so whilst unique visitor numbers can be extracted for the core site, engagement is difficult/ not possible to ascertain for these mooc formats. It is much clearer in xMOOCs, where sign-in is required and often fixed assignments are presented. In addition, in cMOOCs, and especially in the longer lasting ones (e.g. the 9 month #Change11) the notion of 'participation' isn't based on weekly attendance but on accessing those resources and conversations of interest to that participant. So evaluating retention may be an illusion other than for some xMOOCs. The comments on this blog are worth a careful read, they open discussion on many of the more nuanced points around completion v participation v 'persistence'. The language used to discuss this is not trivial, as some terms shift responsibility for performance between provider and learner. 
Jon Dron's comment,
March 3, 2013 8:15 PM
@Peter - the confusion of threaded forums is largely avoided in bigger MOOCs, where most dialogue is involved in problem-solving so rapid responsiveness trumps complexity. In the early Coursera offerings, median response time in forums was 22 minutes, 24 hours a day, which is not bad! However, there are also other communities that develop in both formal and informal settings, Facebook, Twitter, etc, so there are more diverse opportunities to form communities. xMOOCs are overlaid with cMOOC-like networks. I prefer 'persistence rate' too.
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Scoop.it!
Today's academic publishing system may be problematic, but many argue it is the only one available to provide adequate research evaluation. Pandelis Perakakis introduces an open community platform,... Via Ana Cristina Pratas
Steven Verjans's insight:
As an 'unpaid' journal editor, this model piques my interest. A lot of stuff is happening in academia. Academic peer review has always been about 'social networks of academics', but it could use some transparancy, and open peer review is an interesting development in that regard. via @laurapasquini
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Alfredo Corell's curator insight,
July 15, 2013 5:53 AM
A review about the uses of scoop.it in the classroom. 
Ra's curator insight,
July 21, 2013 9:47 PM
Curating as a group, students identify their own input with their initials. Allows for a synthesis of ideas. 
GwynethJones's curator insight,
August 13, 2013 2:05 PM
SO true! This is my FAV new Curation tool....well, add Scoopit to MentorMob & you have a dynamic duo!
Scoop.it!
In philosophy, systems theory, science, and art, emergence is the way complex systems and patterns arise out of a multiplicity of relatively simple interactions. Emergence is central to the theories of integrative levels and of complex systems. The idea of emergence has been around since at least the time of Aristotle.[1]John Stuart Mill[2] and Julian Huxley[3] are just some of the historical scientists who have written on the concept. The term "emergent" was coined by philosopher G. H. Lewes, who wrote:
Steven Verjans's insight:
Networked learning happening amongst termites?
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#Call for #papers - 9th International Conference on Networked Learning | eLearning http://t.co/GWjLrazbPz #learning
Nuno Ricardo Oliveira's curator insight,
May 31, 2013 10:39 AM
Call for papers - 9th International Conference on Networked Learning
Scoop.it!
Here's a thought experiment, if there were no students fees and higher education were free, what would that do to MOOCs? I mean, obviously it'll never happen... oh, wait, Germany just abolished student fees. Via Alastair Creelman
Steven Verjans's insight:
On a global level, higher education policies appear to show two tendencies: more public funding leading to cheaper enrollment fees (Germany, Finland) vs. less public funding and higher tuition fees (UK, US, Netherlands). It is interesting to reflect on how these tendencies affect the future of MOOCs...
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The move to leave Semester Online, which offers undergraduate classes for credit, comes after faculty members expressed concerns. Via verstelle
Steven Verjans's insight:
Is this part of the Hype cycle? Teaching staff are concerned that the offering of massive online courses (MOOCs) is too far removed from their core business and unique position (e.g. discussion based learning). Or: can networked learning really substitute in-depth face-to-face learning?
verstelle's curator insight,
May 1, 2013 4:34 AM
Conclusion of the article: "Faculty concerns about the spread of online courses may be on the rise. Just two weeks ago, faculty members at Amherst College voted against participating in edX, the nonprofit collaboration founded by Harvard and the Massachusetts Institute of Technology, citing concerns about costs and about how “massive open online courses” would affect a residential campus devoted to small discussion classes."
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Companies are not created equal when it comes to social media maturity. In its latest research, Altimeter Group’s Charlene Li and Brian Solis uncovered a dist Via Ana Cristina Pratas
Steven Verjans's insight:
I like the analysis part, but not so much the normative organisational design part. I don't feel you can have general one-size-fits-all recipes for getting the most out of social media within business. Creativity, serendipity and innovation are crucial, but very hard to 'design' or plan.
Scoop.it!
New research shows that the multitude of digital devices and social media actually help people work rather than hinder them.
Steven Verjans's insight:
Note: the researchers state: "knowledge workers who were able to successfully deal with the timing and sequence of their ‘presence’ and responses in a digitally mediated workplace were better able to organise the flow of work through digital media.” The crux of the matter seems to be in being able to effectively and efficiently deal with online presence.
Scoop.it!
Want to do an Internet video call with up to nine other people, with reliable audio and video, plus the option to make it public and record the entire event? Google+ Hangouts do a better job than any other solution we've tried, for free.
Peter B. Sloep's curator insight,
March 26, 2013 6:09 AM
Networked learning by definition uses all kinds of online tools to support learning. Those tools are often classified as web 2.0 or social web tools, although tools that facilitate information seeking and management still play an important role. Google+ is one of the social tools, that facilitates synchronous communication like many others, but is particularly interesting for its seamless integration with the rest of the Google toolbox. The article explains how to set it up - don't forget to read the comments! - and use it.(@pbsloep)
Scoop.it!
The media and education worlds have been buzzing over the last few days about the work of a quiet, unassuming Indian born professor. Born in Calcutta in 1952, Sugata Mitra started his academic career in computational and molecular science. His later research also encompassed biological science and energy storage systems. Mitra has also researched diversely into areas such as medicine (Alzheimer’s disease and memory research) and psychology (perception in hypermedia environments) and he received a PhD in Physics for his studies into organic semi-conductors. It is not hard to see why some have hailed him as a polymath and even ‘something of a genius’. Most recently, Professor Mitra won the prestigiousTED prize of 1 million US dollars acknowledgement of his work setting up computer kiosks in developing rural areas, and for his studies into ‘minimally invasive education’. He is now Professor of Educational Technology at Newcastle University, in the North East of England. I managed to catch up with him to interrupt his busy schedule for a brief interview ahead of his keynote at the EDEN 2013 Oslo conference.
Steven Verjans's insight:
I have always liked Sugata Mitra's approach, but some of his statements about the history of the current educational system are decidedly biased. As if schools hadn't changed since the Victorian age. A good reply by Mike Caulfield (thanks to @FleurUni) can be found on http://hapgood.us/2013/03/04/an-institution-is-not-an-invention-heretical-thoughts-on-mitra/ Also Donald Clark writes a very critical blogpost: http://donaldclarkplanb.blogspot.ca/2013/03/sugata-mitra-slum-chic-7-reasons-for.html My own view: Most schools that I know in Belgium and The Netherlands apply a mix of progressive and conservative ideas, even though the teacher-centric paradigm seems to be prevalent. Any contribution that tries to shake up this situation is welcome, but it should be supported by more than just anecdotal evidence.
Steven Verjans's comment,
March 22, 2013 4:19 AM
Check out Stephen Downes collection of critical comments: http://www.downes.ca/cgi-bin/page.cgi?post=60059
verstelle's curator insight,
March 23, 2013 4:18 AM
Many of the inspiring ideas of Sugata Mitra are presented often and therefore well known; this one was new for me: Steve: What is your vision for education in the next 10 years? What do you think needs to be done next? Sugata: We need to rethink the curriculum, rethink assessment and rethink certification in an age where 'knowing' may be obsolete. Homo Sapiens will transition to Homo Deus in the next 50 years. Our preoccupation will be with meaning and creation. Knowing will not be our main interest - creating will. In order to create we will need to know things. When we need to know something we will have the means and the capacity to do so in minutes. A page of erudite text may take an educated person an hour to understand. A century ago it would have taken a month. A thousand years ago, a year or more. We could extrapolate to a time when it will take us a minute to understand. A generation or two later, one second. The human brain is evolving faster than anything has, ever before.
Scoop.it!
In this talk I discuss what will be coming 'After Moodle' by means of a discussion of open learning, connectivism, and personal learning environments, including See it on Scoop.it, via Connectivism and Networked Learning...
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A paper by an international group of researchers/teachers who set up a global learning community for themselves as teachers, but also involving their students. A nice example of blurring boundaries.