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2014_MultiMOOC

Page history last edited by Nina Liakos 10 years, 3 months ago

 

MultiMOOC 2.014

 

 

 

Session Outline

 

 

 

Abstract

 

This session applies connectivist and multiliteracies approaches to exploring recent developments and issues in open learning, and how these might apply to more conventional settings.  The session is paced on Cormier’s 5 stages of MOOC participation: orient, declare, network, cluster, focus. Participants declare their personal goals for the course and trace their progress through eportfolios, either simple or elaborate, and accumulation of badges. Any reasonable level of participation earns a badge in the course.

 

Target Audience

 

This session is appropriate for educators at any level of technical expertise provided only that participants maintain a positive, I-can-do-this attitude, resolve to get help from others in the network as an antidote to frustration, and are willing to try their hand at constructive play involving creating content online, and giving feedback on each other’s creations. Although work with suggested tools is optional, with alternatives often available, participants should be willing to try out and sign up for some online accounts granting access to socially networked Web 2.0 tools and resources.

 

Participants should be able to articulate and explore their own learning strategies.  They should be comfortable with, or at least willing to have a go at, unstructured learning; that is, they should be prepared to discover and apply underlying structure for their perspective on the course according to their own experience and notions of learning. As George Siemens puts it, they should be prepared to find their own pathways on their individualized learning journeys and not expect to tread a path laid out in advance by a prescriptive course facilitator. Successful participants will keep an open mind regarding alternatives to traditional modes of learning, and resolve to learn from experimenting with finding their own pathways leading to their individualized goals.

 

Participants should also understand that the course is about deep and personal learning as opposed to training. It explores how participants can learn informally through models alternative to traditional institutional ones.  It deals with learning why, applying critical thinking, engaging with the material and applying one’s own schemata, and with tools and skills that engage higher echelons of Bloom’s (new digital) taxonomy.  Although working with the latter tools and skills might be assisted by tutorials and instructions, the course itself is not concerned with training how to do particular things, but in working through approaches that would enable learners to learn whatever might be appropriate to their future contexts (given the likelihood of change necessitating learning from others in a PLN), as opposed to learning finite skill sets.


Participants should understand that the facilitators here see themselves as what David Warlick characterizes as “master learners.” That is, their motivation for facilitating this course is also to learn through experimentation with open course configurations. They undertake to provide a level of cohesion that might guide participants in choosing their path toward achieving their own formulation and understanding of their notions of learning and literacy.  The facilitators will use their experience in suggesting tools and possible pathways for helping participants achieve their goals. However, the context assumes that participants will take cues from each other. They may request, but should not rely on, direction and feedback from facilitators in order to keep moving along their learning paths.

 

Interest Section Sponsors

 

TESOL: Computer-Assisted Language Learning IS

 

 

Syllabus 

  

Weekly Outline

 

 

By the end of this online session, participants will have developed strategies for reflecting on and reconsidering their notions of these essential steps in successful learning: how they and their students can learn through constructive play, engagement, experimentation, and trial and error leading to chaos, failure and subsequent resolution for deeper understanding. They will see more clearly the value of doubt, uncertainty, resolution of ambiguity, and modeling of successful outcomes as pedagogical tools for their students and for each other. Successful participants will help each other discover, explore, and fit a range of available online tools to their individualized teaching and learning styles. Successful participants will enjoy learning at their own pace what they want to learn by helping other participants in the course to realize their own learning goals.

 

Week 1  (Jan 13 - 19, 2014)

 

*ORIENT: Introductions and session dynamics are a crucial part of week 1. Orientation is guided by the course wiki at http://goodbyegutenberg.pbworks.com

 

Week 2  (Jan 20 - 26, 2014)

 

 *DECLARE: Participants declare their goals for the course and how they would like to achieve them. The ‘declaration’ should be in some open format (such as a blog) which anticipates the development of an eportfolio tracking progress in achieving those goals.

 

Week 3    (Jan 27 - Feb 2, 2014)

 

*NETWORK: Participants explore and develop their PLEs and PLNs, personal learning environments and networks.

 

Week 4     (Feb 3 - Feb 9, 2014)

 

 

*CLUSTER: At this stage, participants should be identifying others in those networks that have similar interests, and perhaps find ways of collaborating with them on achieving their shared learning goals

 

Week 5     (Feb 10 -16, 2014)

 

 

*FOCUS: Participants prepare their eportfolios for presentation in whatever state they have reached.  Ideally, they will present them to the group either in some asynchronous recorded format, or synchronously in a final wrap-up session.  Perfection is not a goal; having something ‘deliverable’ to show for having participated in the course is the main criterion. The final session could be at the end of the course or scheduled for a future Sunday as a Learning2gether event.

 

At the end of the course, successful participants will be awarded badges they can mount on their eportolios if they wish. Jim Buckingham will lead participants in working through badges. Evaluation of “success” is learner-oriented, augmented by feedback from other participants; that is, participants judge their degree of success based on what they have themselves put into their own learning during the session, and whether they achieved more or less what they had set out to do when committing themselves to participating in the course.


Join this session

 

Sign up for the session starts on Jan 6th, 2013

The action starts on Jan 13th, 2014.

 

To join this group:

 

From January 6 to 12:

 

  1. Join: http://groups.yahoo.com/neo/groups/multilit/info
  2. Join the Google+ Community: http://gplus.to/multimooc
  3. Explore: http://goodbyegutenberg.pbworks.com/

 

IMPORTANT

When joining the YahooGroup, please leave a brief message stating your interest in this EVO session;

otherwise, we might assume that the request originated with a spam-bot.

 

 


Moderators

 

 

Vance Stevens was 20 years an ESL lecturer and CALL coordinator before becoming CALL software developer and consultant, lecturer in computing, teacher coordinator at the Naval College, CERT/HCT, Abu Dhabi, and most recently, English teacher at the UAE air college in Al Ain. He founded Webheads in Action in 1998 and has coordinated that community of practice ever since, including organizing three free international online teacher conferences. He was founding member and past chair of the CALL-IS in TESOL, he has taught in two of TESOL's online professional development programs, and is a coordinator of the TESOL-affiliated Electronic Village Online sessions, where he has been a facilitator each year since 2002.  He has been working for the past decade on promoting professional development and learner autonomy via social media and collaboration in online spaces. He has numerous publications and presentations, both on-site and online, listed at http://vancestevens.com/papers/. He currently serves on executive board of APACALL, and the editorial boards of TESL-EJ, CALL Journal, and Writing & Pedagogy.

 

Jim Buckingham has been an educator for more than 25 years, 20 of those years in the Arabia Gulf Region. He is currently an education technologist / instructor in Zayed University’s University College program. He is also a  past EFL instructor and IT Integration specialist in ZU’s ABP program. He currently chairs TESOL Arabia’s Education Technology special interest group, a group that he has also been involved with for some years. He is an advocate for promoting and recognizing lifelong, informal, self directed learning, through the use of student constructed eportfolios. More recently, he has focused on exploring the use of micro credentialing as a means to recognizing and supporting such student efforts. This has also  led to an investigation into the practical application of micro credentialing via the use of Open Badges to promote self directed, professional development amongst EFL

 

Ali Bostancioglu is a PhD student in the Department of Education at the University of York, UK. Currently, he is working on his PhD project which investigates English as a Foreign Language (EFL) teachers' technology professional development. Ali previously worked as an EFL teacher for two years in Turkey before he started his MA in TESOL at the University of York. After Finishing the MA course, Ali continued on to his PhD studies at the university. As an English teacher Ali has always been a technology enhusiast which resulted in his CALL related PhD project. 

 

 


Digital Media

 

 

More tools: http://goodbyegutenberg.pbworks.com/w/page/10972810/Tutorials

 


 

The Electronic Village Online is a project of TESOL's CALL Interest Section

 

 

Teachers of English to Speakers of Other Language, an international education association

 


 

 

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