Good paper (47 page PDF) on the development and delivery of a MOOC on negotiation and conflict resolution. It's focused around four major issues:
- Can we provide the same quality of negotiation education in a MOOC format
- Can the signature pedagogy of the negotiation field, the experiential learning model, be implemented in a MOOC?
- Can we provide students in a MOOC the same experience that has made negotiation courses successful?
- What implications might this have for negotiation and dispute resolution education?
I really like the section on quality (it should be required reading). "Interestingly, the standards for assessing the quality of traditional negotiation courses have been somewhat vague both in terms of outcomes within the course," writes Noam Ebner.
There's virtually no content in this article (would it be too much to do an interview or get a point of view?) but the author points to an important trend. "The World Bank, PwC, and Fundação Lemann offer MOOCs on Coursera. Microsoft, the Association of Chartered Certified Accountants, and the Inter-American Development Bank all offer MOOCs on edX. Google offers an Android Basics Nanodegree on Udacity."
Passing this along: "The Commonwealth of Learning (CoL) is conducting a global survey of OER ahead of the 2nd World OER Congress....You can find out more and take the survey at http://rcoer.col.org/surveys.html. If you’re feeling in a mood to contribute to a survey, please also consider sharing some thoughts on our open research consultation at http://tinyurl.com/2016ora."
I actually admire Google's efforts to make Allo work. Allo has a greater range than Siri, even if it does listen in to your conversations and act like a friend that's trying too hard to be liked. Eventually we'll all use an assistant like this, but they'll have to work out some of the glitches and get past the 'creepiness' factor. What concerns be about Allo and its ilk is that it's tied to the phone. The phone is our least secure device, is a consumption-only device, and is tied to things that matter, like our phone number (and hence, telcom account and billing). Here's a bit more about Allo.
"This desire for knowledge, the very belief that acquiring knowledge was a worthwhile pursuit, underpinned much of cultural development through to the 20th century. And although it started out as a privileged pursuit, the basic premise, which we can summarise as 'knowing stuff is good'... " writes Martin Weller. "The Unenlightenment sees a reversal of this basic principle: wilful avoidance of knowledge." It won't be enough, he argues, to simply create great OERs. "Education needs to fight not only for its own relevance, but for the culture within which it is situated. " maybe - but at the same time it needs to fight against the culture in which it is situated. The culture of education is a culture of privilege and special rights and inside favours and manipulating the law (and statistics, and whatever else needs manipulating) to ensure this never changes. And - from where I sit - the problem is that many of the people within education do not want to let go of this culture. It is, after all, how they make their living.
The lesson here is, if you put your data into a big giant data store, it's going to be hacked. And the agency that does it is probably going to be a national government. Pundits are talking about the Russians, the Chinese and even the North Koreans, but I have to consider the American NSA to be equally likely suspects (the only difference is that they're marginally less likely to get caught). On the bright side, "If this is state-sponsored I don't think they actually want the information - it is more about the impact of the data breach."
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