Abundance and Privacy

Eric Duval wanted to use his week at #Change11 about how we have to learn to act in at time of abundance. George Siemens adds that we expect a different level of expertice to the networked learning settings, than in the real world settings.

Eric Duvals points out in that it is necessary that the students work at the web with social medias and blogs to get education eg. as a engineer. That is a part of the course and he is very clear about his expectations. And he makes sure, that they are commenting. In this way he makes sure, that the students gets the webliteracy that they need in their future living.

This leads to the discussion of openess and privacy. Many people does not feel good about being open and try to protect their privacy. But as George Siemens points out. The world is reduced to a global village. If you do not share yourselves it will be shared by others.

Is privacy good or even possible?


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The teacher learns most

As in most courses I ‘teach’, I expect that I will be the one who learns most…

Eric Duval, http://change.mooc.ca/post/359

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How do I work efficient in a Mooc to maximize my gain of knowledge?

How to gain knowledge in #Change11?
The facilitators posts are spot on, while I struggle to find the perfect blogs to follow.

In a Mooc like #Change11 it is essential that you both write and comment on others blogs. It takes some time, but soon others will start commenting your own blog. I do comment, and I do get comments back. I use a lot of time reading and commenting. And I do get some really good points from doing that.

But till now it has been quite ineffective. I use a lot of time reading blogs, that does not really solve my quistions. Blogs with an interesting headline, but content about something else that I expected. Blogs starting with a perfect quistion, but which never contribute to the answer. And I do get inspired about a lot of different thing – just not always what I was looking for.

How do I do?
Do I have use more time at Twitter?
How do I figure out where to spend my time for #change11 to get the optimal yield out of my time?
How do I get more effective in a networked learning situation?


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Clark Quinn and slow learning

For #Change11 I started reading about Clark Quins theories about learning design and slow learning.

Om my way I found these quistions from Clark Quinn at http://blog.learnlets.com/?p=2332

  1. “what would my ideal learning situation be?” – Answer: To have enough time and inspiration
  2. “how would you construct an optimal performance environment for yourself?  What would it look like? – Answer: to have enough of time and inspiration :-) (Yes – I know I said the same twice)

It seems that he has been working a lot with it earlier, because in Learnlets » The 7 c’s of natural learning he writes about the 7 C´s how people learn: They learn through
Choise, Commitments, Crash, Create, Copy, Converse, Collaborate and the 8. th point made ind the comments by Nick Kearny “Collate“.  His point is, that we have to design the learning environment according to this list,  so that we learn more easily. How do we do that?

Clars Quinn suggest that we use slow learning, where we distribute smaller parts of teaching to a larger group. As add´ed in one of the comments that is not really slow learning.

But still I like the idea of designing learning in smaller parts and distribute them widely :-)

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About Learning

Work is learning and learning is work

Harold Jarche, http://blog.learnlets.com/?p=2332

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Good teaching

Think practical and simple

Nancy White, Autumn 2011

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Where to find Open Educational Resssources (OER)

I normally do not copy a lot from another site, but here is a very useful guide for how to find Open Educational Ressourses. It is taken from http://www.col.org/PublicationDocuments/Basic-Guide-To-OER.pdf page 18

Where do I find OER?
The scope and availability of OER is ever expanding. Every week, new resources are
being added to the global body of resources. A current problem arising out of this
growth is that there is no single comprehensive listing of all OER (nor, given the
rapid expansion of content online, is there ever likely to be one). This means that,
in order to find appropriate OER, the searcher will need to employ a number of
search strategies:

1. Use a specialized OER search engine: While search engines such as Google and
Bing are a good general starting point for finding content online, there are also
some specialized search engines that search specifically for OER. Their listings,
however, are selective based on different search criteria so it is a good idea to try
more than one. Here are a few of the popular ones:
• Global Learning Objects Brokered Exchange (GLOBE) Alliance: www.globeinfo.
• Folksemantic: www.folksemantic.com.
• DiscoverEd: http://discovered.labs.creativecommons.org/search/en.
• Creative Commons Search: http://search.creativecommons.org.
• Open Courseware Consortium: www.ocwconsortium.org/courses/search.

2. Locate a suitable OER repository: Searchers should also access the major OER

repositories to search for OER. Most are institutionally based, focusing on the
materials released by that organization. A famous example is the Massachusetts
Institute of Technology Open Courseware Repository (MIT OCW). Some
repositories, such as MedEd PORTAL, have a specific subject focus, in this
instance, medical photos and multimedia. Below are a few of the more
significant OER repositories (with many more described in Appendices Five and
• OpenLearn: http://openlearn.open.ac.uk.
• MedEd PORTAL: http://services.aamc.org/30/mededportal (medical focus).
• MIT OCW: http://ocw.mit.edu.
• China Open Resources for Education (CORE): www.core.org.cn/en.
• AgEcon Search: http://ageconsearch.umn.edu (agricultural focus).
• Teacher Education in sub-Saharan Africa: www.tessafrica.net (teacher
education focus).

3. Use OER directory sites: There are many sites that have a search facility whose

results point to places elsewhere on the Internet where resources match search
criteria. They themselves do not act as a repository, but have identified quality
resources and store them in a database of web links. Their databases usually
have a particular focus. In the case of OER Africa, for example, they highlight
quality resources developed in and about Africa. Here are just a few (with many
more provided in Appendices Five and Six):
• OER Commons: www.oercommons.org.
• Commonwealth of Learning: www.col.org/OER.
• OER Africa: www.oerafrica.org.


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What “Change” do we mean?

For the #Change 11 course, I have been wondering what “Change” I want to promote”?
“What is the really, really new”?  Could it be categorized in “The Networked Learning” and “The Academic Profiling” like this:

A: The Networked Learning

  1. The Open Courses – and thereby the openness of what is going on during classes (including materials)
  2. The peer to peer guidance – and thereby the lack of teacher-guidance
  3. The interactivity with peers around the world – and thereby greater possibilities to find like-minded than by local courses
  4. The huges size of classes – and thereby the lack of a physical room, which make interacting througt gestures difficult
  5. Less needs of professor for each students, which not necessarily is a bad thing.
  6. The certification, which becomes the Educational Institutions new product – in order to earn money for the courses
  7. Social networks as part of connecting
  8. etc.?

B: The Academic Profiling (and Knowledgesharing)

  1. The blogs as a way of profiling your reseach
  2. The blogs as a way of connecting with peers around the world and access their expertise
  3. The Networks sites build up around common subjects as ways of interacting with others
  4. The Web sites as means to publish articles
  5. Social networks as part of commercializing
  6. etc.

What do you think is new?

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How to teach as Nancy White?

I just viewed the recordings of Nancy White from #Change11 again. This time I was impressed how she managed through questions to make us make deep reflections about changing our teaching. She was using visual methods, feeling and art too, and she did only tell few points her selves. We figured her major points our our selves. How did she do it?

1. Connecting:

She makes us fell being together about this by asking us to sit in a chair in a circle. Is it important to view others in front of you

2. Drawing fellings:
She says in the beginning, that she never makes virtual teaching without making it possible for people to interact. Especially does she let them draw on the whiteboard. She says that drawing is very important because we change the process to bring our humanity into the electronic world. I like that very much.

3. Quistions:

A: Her questions first make us fell:
Draw  “How do you fell about things changing around you”?
“How do you fell if you change”?

Most of us got the point felling of being in control – or being controlled. And how it will affect our learningability.
All through drawing a felling – Wauv.

A1: Laugh
Then she asked us to stretch and roll our shoulders. I did that and had soon to recognize, that she now controlled me :-)
A wonderful joke with a smile/laugh made it fell so natural and now I knew with my whole body what we were talking about.

30 seconds to reflect on what we learned till now….
Long time to write down on the whiteboard what was “chat” and what was “silence”
Did you really reflect during that time – or did you use it on chat or Twitter?

“What makes change a pain or pleasure”? Again we had to write on the whiteboard

C: etc.

3. Theoy
A short slide about Etienne Wenger about Social activist.
Then she talked – a bit – while I read it. And I recognized that I was that “social activist” that he was talking about, and that I could be the one to change our education.

4. Manual of how act:

I understood a major point, but how to do it?

– Next slide: Write on the whiteboard how to change things! Just what I needed to hear.

Among the answer there was the following words: ask, give, smile, convince that change is possible, engage, be honest, be flexible, stop working in-efficient, be open, act, support ect.

Wauw, what an experience.
She said almost nothing and I learned so much from all in that room.

Just as she said in the beginning: Think practical and simple – That works!


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Education institutions, MOOC´s and certification

This web from Standford states about MOOCs like #Change11:  “It raises the question: Whose certification matters, for what purposes?”  Stanford’s open courses raise questions about true value of elite education | Inside Higher Ed. Isn´t it the point? I think that we still need the existing education institutions to evaluate the students. To make the certification of their competencies.
That could be a working buisnesplan for the educationinstitutions, which still needs funding to run the MOOC´s.

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