#CFHE12 #Oped12 MOOCs Emerging as Landscape of Change Final Part (Part 8) – The Conversation

Learner Weblog

This is my final part of the series, where I try consolidating some of the conversations around MOOCs.

Dominik says in his post on MOOC:

Connectivist MOOCs seem to produce proportionately as many reports of confusion and demotivation among their participants as the more impersonal extension MOOCs. They certainly don’t see many fewer drop outs (which would perhaps be better called drop offs).

I don’t think our MOOC which combines features of both c and xMOOCs with traditional online and blended learning, is any more successful at this than any other form of education.

My response to Dominik’s post could be represented in my views  here.

Drop out in MOOC

Drop out in MOOC is an issue, but also an opportunity to reflect and learn with.

Challenges with MOOCs

There are many challenges with MOOCs, with x MOOCs at the moment.

In this post on Coursera Fantasy by Laura…

View original post 759 more words

Busy Thanksgiving Week

I have been working on my five final projects all day long. Hope everyone is having a great Thanksgiving break. See you next week.

I increasingly feel that human beings have kind of a collective consciousness because everything is connected. I just found that one of the Chinese fables is actually from India.

Here is the picture of the blind men and the elephant. I think it is hard to search for the absolute truth, but fortunately we have each other. I am thinking I am sort of an experience learner when I was in China, but here, I cannot even live without learning new things every day. Sometimes, I feel like I am an idiot. I want to thank all of you for this wonderful semester.

Image

All the parities in China. Which countries match the GDP, population and exports of Chinese provinces?

source:  http://www.economist.com/content/chinese_equivalents

Digital Gap & A Different Versatility

(All the pictures above are from google pictures. Intellectual rights reserved to those who originally produced them.)

This week’s readings reminds me of the digital gap and ancient people’s versatility. When I enjoy the advantages of technologies and digital learning, I am also concerned and worried about my students back in China. Most of my undergraduates do not even have a PC. Those of the graduate students who do have one, may not have the chance to get digital literacy in a classroom, or be able to write multimodal composition. I think of the great masters of ancient times because they are versatile without any digital device, only that their learning process is different. For example, the Maya people mark their calendars according to their naked eye observation of the stars, in ancient China, it is the same. I cannot help asking a question here: Are we becoming smart or stupid compared to our ancestors? Maybe there is no absolute answer I think. I mean, imagine how the ancient guys  built the Pyramids, the Great Wall, and so on.

Digital gap among nations and people is already evident in the digital race world wide. I think China has a long long way to go on the road of digital literacy. The Department of Foreign Languages, owing to the governmental fundings, is often the most equipped department except the Computer Science Department in terms of computers and new media facilities. To peer review in a computer based classroom for most of the majors in China is not possible for now in most of Chinese universities. On the one hand, the teaching method is mostly teaching centered. On the other, infrastructure condition does not allow that happen. Students’ writings are basically evaluated by the instructors by hand because  assignments are hand written. I do not ask students to hand me in printed papers because they may spend more money on that if they do not have a computer or a printer and have to go to the university printing shops.

Versatility, an ability that was previously considered as a combination of skills in different fields such as astronomy, philosophy, and so on, is now having new dimension of multi-literacies. Therefore, it is becoming more and more difficult for us to become an expert in many fields. I doubt that if great men such as Aristotle and Confucius were alive, could they manage to be that great if they got a lot more to explore and learn. Maybe great men are fewer and fewer just because the information and knowledge load we have today. What US is having now is the future of many third world nations. The remaining gap is good, at least, people always has something to learn from each other by looking forward to their future, or by looking back to their past.

What I am concerned is how can instructors and students manage their tasks? They are not having easy tasks after all. I think “recomposition”(Devoss and Ridolfo”Rhetoric Velocity and Delivery”) is probably one way to both learn and write. Issues that deal with infrastructure improvement, teacher training, students’ motivation, and so on hinders our progress to some extent. I agree with Anderson that multimedia can motivate students, and infrastructures can bring on support and disruption in composition classroom(Devoss, Cushman, and Grabill).

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