Managing time in a MOOC

Recently I have been thinking about how learners manage their time in MOOCs. This thinking was sparked by discussions with Carolyn Rose, Carnegie Mellon University, who has carried out some fascinating computational discourse analysis in  Massive Open Online Courses.  At face value its clear that better time management will lead to improved outcomes for learning. There has been a…

Work and Learning at the Boundaries of Knowledge: A funded PhD Fellowship

Applications are invited for a PhD research studentship within the Caledonian Academy (www.academy.gcal.ac.uk) in Glasgow, UK.  The Caledonian Academy is seeking a talented,  PhD Fellow for a project studying learning practices within groups of knowledge workers at Google and the Chartered Institute of Securities and Investments.The studentship is for a period of three years, subject to…

Change11-week4-summary

#Change11 MOOC This week I facilitated week 6 of the #Change11 MOOC (Massive Open Online Course http://change.mooc.ca/post/220). The focus of the week was #collective learning. Georgia Tech cloned the MOOC and made a personalised version. Here’s an overview of the week. The week 4 position paper on Connected Knowledge Collective Learning outlined initials ideas http://littlebylittlejohn.com/change11-position-paper/…

learning ecosystem

The Dynamics of Learning Ecosystems: literacies and resources Allison Littlejohn “The most profound impact of the Internet… is its ability to support and expand the various aspects of social learning”.“Attention has moved from access to information towards access to other people”. “Web2.0 blurs the boundaries between the producers and consumers of content”. (Seely Brown, 2008)…