Jenny Connected

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The power of silent learners

Jenny Connected

The webinar was run as part of a Nordic Nordplus project, Silent learners – Is lurking working? , investigating how silent or peripheral learners can be better understood even in courses where participation is the focus. This week I attended a webinar which focussed on silent learners.

2017 97

Exploring the Divided Brain – a 4 day course with Iain McGilchrist. Day 1 (am)

Jenny Connected

During this course, run by Field & Field , Iain McGilchrist spoke to us twice a day, for an hour and a half at the start of the day and an hour and three quarters in the late afternoon, although these times were flexible and usually ran over. For me, I want to make sense of the course.

2016 58

The Divided Brain: A four day course with Iain McGilchrist

Jenny Connected

This is my final post in a series of posts I have written following a four-day course with Iain McGilchrist. Details of the course, which will run again next year can be found on the Field & Field website. which has been the subject of this four day course.

2015 51

Edinburgh University’s updated Manifesto for Teaching Online – 2015

Jenny Connected

Many courses recognise the importance of face-time and try to replicate it online. Online courses are prone to cultures of surveillance. I can think of at least one course I have attended where more surveillance would probably have been a good thing.

2015 96

#NRC01PL Personal Learning Assistants

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Intelligent Conversational Bot for Massive Online Open Courses (MOOCs). Source of image (see Footnote). This week I have lost my wonderful personal trainer who has been coming to me twice a week for the past three years or so.

2016 81

Anticipating new open courses and conferences

Jenny Connected

There seem, at this time, to be many open courses on offer and conferences of interest. Connected Courses. This has caught my attention because of the number of well-known names involved in the course design. An open, free course being offered by George Veletsianos.

2014 23

ModPo – Learn how to undo the way in which we read

Jenny Connected

Al Filreis’ Modern and Contemporary American Poetry (ModPo) open course/Coursera MOOC has started again today. This is the third iteration of this course. I didn’t catch it first time around, but I did complete the course last year (2013). It is a challenging course.

2014 84

If space is a becoming what kind of spaces do we need for learning?

Jenny Connected

Of course Caroline has also published about learning spaces: Haythornthwaite, C. The second keynote at the Networked Learning Conference 2016 was presented by Sian Bayne.

2016 58

Open teaching and learning

Jenny Connected

Of course we will all make mistakes when working online, just as we do face-to-face, but strangely being open online can serve to make us more responsible and accountable than we might be in other offline spaces. Source of image .

2015 71

ALTMOOCSIG Conference: MOOCs – Which way now?

Jenny Connected

This was a free conference (thank you ALT, Mira Vogel and Fiona Harvey ), but of course there were expenses involved with travelling from Cumbria to London – but it was well worth it. It’s dangerous not to steward courses’ (with reference to Wenger et al.’s MOOCs – Which way now?

2014 83

Presenting at the 10th Networked Learning Conference, Lancaster

Jenny Connected

We met in the Change11 MOOC run by Stephen Downes and George Siemens and then again in a course run by Etienne and Beverly Wenger-Trayner in which we were both online participants. Bev has just posted a video about this year’s courses.

2016 51

Drawing to think

Jenny Connected

Furthering Higher Education Possibilities through Massive Open Online Courses (pp. I will start by saying that I do not draw to think, even though I do occasionally draw. I write to think, which is why I am writing this post. Let me explain.

2016 46

The Pedagogy of ModPo

Jenny Connected

The ModPo team realizes that lots of teachers attend the course looking for ideas on how best to teach poetry in their classrooms. In cMOOCs the students drive the direction of the course. The ModPo team do not believe that they offer a course or a text book.

2014 68

An Introduction to the Divided Brain – Part 1

Jenny Connected

For the past four days I have been attending a 4 day course run by Field & Field , in a beautiful location near Broadway in the Cotswolds. From the course booklet). I have already reserved a place on next year’s course.

2015 60

Academic Writing as a ‘Desire to Relate’

Jenny Connected

At the same time as being introduced to this video and David Gregson’s work, I have been following Pat Thomson’s blog in which she is sharing how she is running her 8-day writing course in Iceland.

2015 63

#NRC01PL Personal Learning MOOC Week 1

Jenny Connected

I have registered for Stephen Downes’ 7 week Personal Learning MOOC – Here is the text, advertising the course, from the first part of Stephen Downes’ Half an Hour blog. Course objectives: participants will develop an appreciation of different models of online course delivery, ranging from the traditional LMS through connectivist MOOCs to potential future models of personal learning and performance support. Course Tag: #NRC01PL.

2016 45

Pedagogy, practice and learning theory

Jenny Connected

On the Pedagogy First programme (an online course to learn how to teach online) learning theory comes very near the end of the 24 week course (at Week 21), perhaps reflecting a view that theory follows practice, or that theory needs to be understood as a culmination of prior learning.

2013 75

Principles for Rhizomatic Thinking

Jenny Connected

There was an attempt at self-healing by Rhizo14 participants but apparently the outcome was not satisfactory to those most affected and some people left the course as a result. Some people felt excluded or peripheral to what was going on in the course.

2014 63

Gardening in open learning environments

Jenny Connected

Of course, the little I did in my garden yesterday is far from the whole picture when it comes to creating a beautiful garden.

2015 51

MOOCs – Which Way Now?

Jenny Connected

The ALTMOOCSIG – the Association for Learning Technology (ALT) Massive Open Online Courses (MOOC) Special Interest Group (SIG) – is running a one day conference on MOOCs – Which Way Now?

2014 64

Freire, MOOCs and Pedagogy of the Oppressed

Jenny Connected

It has occurred to me that MOOCs (massive open online courses) have something to say about this? ’ This last quote seems to relate, for me, very closely to the philosophy behind the original cMOOCs run my Stephen Downes and George Siemens and to the ideas behind rhizomatic learning which Dave Cormier will discuss in more depth in his open course – Rhizomatic Learning – The community is the curriculum – starting on Tues 14th January.

2014 69

The Divided Brain and the Power of ‘No’

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in a series of posts I am making following a four-day course with Iain McGilchrist. Details of the course, which will run again next year can be found on the Field & Field website. From the course booklet). Monday 23rd March am.

2015 55

Why and how I use Twitter

Jenny Connected

I realised that it was much easier to follow the hashtag of courses and conferences with Tweetdeck. But apart from following hashtags for conferences, twitter chat and courses, the only thing I find it useful for is links to useful resources and ideas. Source of image.

2016 40

Making Sense of the Rhizome Metaphor for Teaching and Learning

Jenny Connected

In this post we outline how we will continue our presentation, by sharing what we understand by the rhizome metaphor, a description of the #Rhizo14 course, and an explanation of how we are conducting our research. The other key similarity was that it was an open and free course. -

2014 61

#NRC01PL Personal Learning MOOC Week 3

Jenny Connected

But for me – it’s all fine, because at the moment I can’t devote my full attention to the course, so I am more of a ‘window shopper’ and ‘sampler’ – two of the labels which have been used to define MOOC groups by some researchers.

2016 42

The Messiness of Rhizomatic Learning – Words Steal My Intent

Jenny Connected

Week 2 of Dave Cormier’s open online course - Rhizomatic Learning – the community is the curriculum – is at end, and what a messy week it has been. I was interested in this post about unlearning that I came across yesterday – not related to this course ).

2014 66

#NRC01PL The Connectivist MOOC – Research and Conclusions

Jenny Connected

There had only been one or two open courses before this and they had not been on the same scale. It is no minor achievement to deliver a course to 160 000 learners, but the teaching and learning in the initial xMOOCs wasn’t innovative.

2016 40

May 2015 – metaphor, meaning and motion

Jenny Connected

Of course I know we were so lucky – no rain, only one day of high winds, a fantastic hotel, amazingly safe cycle routes and lanes with good surfaces, and the stunning tulip fields.

2015 51

An alternative perspective on the meaning of ‘open’ in Higher Education

Jenny Connected

This could apply to face-to-face courses, as when University lecturers welcome members of the public to attend their lectures, and to online courses, where anyone with an internet connection and the appropriate technology can attend the course. A project initiated by a publishing company to develop online courses for Higher Education, through a highly collaborative international and cross institutional approach.

2013 70

Growing body of research into MOOCs

Jenny Connected

and the call for papers from the Journal of Computer Assisted Learning (JCal) which, ironically, although prestigious is a closed journal – Learning Analytics in Massively Multiuser Virtual Environments and Courses. In the last few months the number of published research papers, which focus on MOOCs has significantly increased and this looks to continue. In May eLearning Papers published a special issue on MOOCs – MOOCs and Beyond.

2013 65

The Hazards of Groups and Group Work

Jenny Connected

All this of course, leads very easily to group think, which in turn constrains autonomy. Last week I came across this fun video, which caused me to reflect once again on the potential problems of groups and group work, both on and offline.

Evaluating open learning scenarios – keynote presentation

Jenny Connected

This learning journey was unexpected and beyond the prescriptive learning programme of her course. The presence/writing was the most difficult set of characteristics to determine, but we knew that we had to consider the trace that learners leave behind them as they move through an open learning environment, or even a more prescribed course. A footprint of a standards driven course (e.g. Now we would like you to think about a course you have recently taught or taken.

2014 52

April 2015 – de-cluttering and disconnecting

Jenny Connected

I have thought a lot about the Divided Brain course that I went on in March, where Iain McGilchrist’s seminars focused on the different world views of the left and right hemispheres, and what we are missing when the left hemisphere dominates at the expense of the right hemisphere.

2015 46

A difficult task – explaining why I teach

Jenny Connected

My ideas about how to give presentations, how to teach and more importantly how I learn, have of course significantly changed over the years, as you would expect. This question has been posed in Unit 1 of the Connected Courses. Active Co-Learning in Higher Ed open course.

2014 51

Third Research Paper on Rhizomatic Learning

Jenny Connected

Moderation and leadership roles in the design and conduct of de-centred courses. Source of image: Making sense of the Rhizome Metaphor for Teaching and Learning.

2016 33

The Evolution of Cooperation

Jenny Connected

Week 2 of Howard Rheingold’s course – Towards a Literacy of Cooperation – focuses on the evolution of cooperation. Populations, during the course of evolution move from being largely unco-operative to co-operative and then back to unco-operative in a cycle. Do you start with the big picture (as this course seems to have done) and move towards more personal practice, or do you start with personal practice and move to the big picture?

2013 66

Structure, agency and hard work

Jenny Connected

The emergent curriculum: navigating a complex course between unguided learning and planned enculturation. Of course, there is plenty about Berlin that can be related to hard work and structure and agency. Today is my (our) wedding anniversary.

2015 40

Characteristics of open learning environments

Jenny Connected

Interestingly, Roy and I occupied very different spaces in this open course/MOOC and therefore on the map. Roy, for the most part, participated in the course forums.

2014 50

Summer Schools, GIFs and Life Drawing

Jenny Connected

I have been enjoying Pat Thomson’s daily blog posts about her 5 day course on the Tate Summer School. I have never made a GIF myself, although I have seen a lot, particularly in the outputs from ds106 – an open online course about Digital Storytelling.

2015 40

Working in Blackboard

Jenny Connected

A bit of context is needed here because others using Blackboard might not have the same issues in their courses and in their institutions. Source of image. Fifteen years ago I was working in an institution which invested in Blackboard as its first VLE.

2015 42