OLDaily, by Stephen Downes

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by Stephen Downes
Oct 05, 2015

Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students
Maria Joseph Israel, The International Review of Research in Open, Distance Learning (IRRODL), 2015/10/05

This paper examines the use of MOOCs in a classroom setting (a phenomenon called 'wrapped MOOCs', though I haven't heard the expression used recently). "Students in blended MOOCs in traditional classrooms performed almost equal or slightly better than students in only face-to-face class environment, no significant evidence of negative effects for any subgroups in the hybrid model, lower levels of student satisfaction, and limited participation in discussion forums provided by MOOCs." Which seems to be a bit of a wash. But then again, the primary use of the MOOC is not deployment in a traditional classroom setting.

[Link] [Comment]

The 'no-tech' school where screens are off limits – even at home
Sally Weale, The Guardian, 2015/10/05


Doug Belshaw shared this item this week (in his newly and inappropriately named 'Thought Shrapnel' newsletter). It's a paean from the Guardian to a school that has banned all screens and electronics at home and in the classroom. The parents are concerned about the impact of technology; I would be far more concerned about the lack of it. But don't take my word for it. Belshaw also recommends "this eviscerating takedown by Laura Hilliger." She writes, "Teaching kids how to think about technology and be digital citizens is not going to become outdated. There are literacies to be explored, we have to teach people how to live and participate with new technologies. In 50 years the only thing that’s going to be outdated is the idea that you can get by in this world without some basic understandings about tech, networks, human communications."

[Link] [Comment]

Towards an inclusive global knowledge society
Patrick Blessinger, University World News, 2015/10/05


I think this assertion is correct: "a chief aim of higher education should be to cultivate higher degrees of personal agency within students. As a result, the demands placed on higher education institutions have become much more complex." The reasons for this are myriad, but stem essentially from the fact that it is not possible to identify a single set of competencies (beyond the very basics) that will ensure successful lives for graduates. The environment just changes too often and too quickly. And I agree with this: "access to and participation in meaningful lifelong educational opportunities is one of the chief human rights issues of our generation."

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Copyright 2010 Stephen Downes Contact: stephen@downes.ca

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