October 9, 2012
Implementing Blogging in the Classroom
Silvia Tolisano,
Langwitches Blog, October 9, 2012.
One of the major components of our cMOOCs is the use of blogging and other creative contributions on the part of student participants. It is worth remembering that blogging in the classroom is still new, and that the concept of having posting content on,one is still a challenge for many learners and teachers. This article surveys the process of employing blogs in the classroom, and is filled with links to discussions and guides. It's represented in the form of a 'blogging ladder' - not my favorite analogy - leading instructors step by step through the process.
World of Warcraft Decimated by Hackers
Jeff Goldman ,
eSecurity Planet, October 9, 2012.
Wow. Hackers working inside the game managed to kill players and NPCs in a nuber of cities on World of Warcraft. "Imagine logging into your favorite MMO only to find that a previously populated capital city is a barren wasteland devoid of life," writes Massively's Justin Olivetti. "This actually happened yesterday to some denizens of World of Warcraft, as mischief-makers used an exploit to kill everyone -- human players and NPCs alike -- in the biggest cities." This is the sort of thing that goes down in digital history lore.
Digital Citizenship and Creative Content
Doug Peterson,
doug – off the record , October 9, 2012.
An engaging resource on digital citizenship by Microsoft is uncovered and discussed by Doug Peterson. "Now, we started working our document from scratch but if you’re just starting out, Microsoft has you covered at their digitalcitizenshipwebsite." The content is written from an American perspective, of course, so he says, "you’ll want to work your way through it before going live with your class." There are units on creative what?, by rule of law, calling all digital citizens, protect your work; respect your work.
[Link] [Comment][Tags: Microsoft, Thomson Corporation, United States]
MOOC Reflections
Tony Hrst,
OUseful Info, October 9, 2012.
Overview article by Tony Hirst on MOOCs, covering the commerical versions as well as the earlier connectivist forms. "Rather than the ‘on-demand’ offering of OpenLearn, it seems that the broadcast model, and linear course schedule, along with the cachet of the instructors, were what appealed to a large population of demonstrably self-directed learners (i.e. geeks and programmers, who spend their time learning how to weave machines from ideas)." Which is an interesting observation.
On the solidarity of openness: the current and future state of higher education
Richard Hall,
Richard Hall's Space, October 9, 2012.
Our open online course has been up for exactly one day and already Richard Hall has posted a detailed critical analysis. It's a great read but I wish he had waited for the actual activity to begin. " The introduction then conflates democracy and democratic ideals into the struggle for what the University as entrepreneurial space both is and might be," he writes, "one might ask for whom #CFHE12 is created, and whether it is possible to scope a future for higher education that lies beyond the neoliberal discourse identified in its learning outcomes."
Video: Our Most Misunderstood Teaching and Learning Asset
Michelle Pacansky-Brock,
GetIdeas, October 4, 2012.
I love video, even for learning, though it is difficult to do well. Of course, when you're just expressing yourself, and not trying to run for the Oscars, it's a lot less complex: record, upload and share. The secret with video, I think, is the same as for writing and for audio: make it a two-way medium. This post gets that. The author writes, "To my digital-native son, it is the quality of the socialization that surrounds the sharing of his video that validates the quality of his work." Exactly.
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