Diigo’s new Outliner feature allows you to create pages of bookmarks. Here Lisa does so for student resources:
Julian Ridden, from Instructurecon 2016
Join the POT community starting April 10 for six weeks of reading, viewing and discussing creativity in online teaching. Each week will focus on a particular topic, and we’ll explore ideas and practices, share what works and what doesn’t, examine some current research, and engage in a community of practice. To participate, faculty should join the POT Facebook Group. Come for one week, or all six!
April 11 – Topic 1 – Teaching online as a creative process
April 18 – Topic 2 – Creativity in Content
April 25 – Topic 3 – Creativity and Class Discussion/Student Interaction
May 2 – Topic 4 – Creative Approaches and Assessment
May 9 – Topic 5 – Creativity in Materials
May 16 – Topic 6 – Inspiring creative online teaching
May 23 – wrap up
What’s needed to participate?
For flex – All MiraCosta College faculty participating in POT Chat may claim flex hours via My Flex by selecting Other Activities, then Collaboration. You may claim up to 3 hours per week/topic. For documentation, you may submit Facebook screenshots or the text of your status updates in the POT Facebook group. For participants from other colleges, please check with the professional development guidelines at your school.
Please note that the POT Facebook Group and this activity may be joined by faculty and online educators from colleges around the world.
You can see the F.A.Q. here.
POT does not offer an online teaching certificate at this time. If you would like certification, try:
TCCfx 2015: Come Together, Engage & Learn
October 28, 2015
5:00 pm–9:00 pm Hawaii Time
Info & Registration
TCCfx 2015 is a complimentary mini-online conference that serves as a platform for the growing learning design and technology (LTEC) community. This online conference aims to connect, collaborate, create, and improve teaching and learning in the 21st century by empowering current and prospective LTEC (or educational technology) students and others to prepare for success in their graduate programs and their future professions. Interested educators are invited to attend as well.
For more information, contact conference chair Kimberly Suwa <firstname.lastname@example.org>.
Tuesday, August 18, Room OC3102
Presentations and Instructor Presence
Join experienced online instructors in a face-to-face workshop discussing rewarding ways to be truly present to our students, and to create lectures and presentations that express personality while elucidating topics. A Program for Online Teaching workshop.
Student Discussion and Interactivity
Join experienced online instructors in a face-to-face workshop discussing ways to engage students in online classes, through discussion, projects and interactive work with materials. A Program for Online Teaching workshop.
Sign up on the flex page.
Cris Crissman, Phd, Adjunct Assistant Professor, North Carolina State University; Independent Education Consultant
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I just signed up for another MOOC, “The Brain and Space,” led by Jennifer M. Groh, author of Making Space: How the Brain Knows Where Things Are. It’s a Coursera MOOC, an xMOOC where content rules (See Lisa M. Lane’s post on “Three Kinds of MOOCs” and don’t skip the comments). Understanding the content is my goal, and that of my friend who is taking the course with me. You see, he has Parkinson and is experiencing the “lost in space” phenomenon that Parkinson patients often have. Together we can work through the readings and videos to learn something about what’s happening in his brain. And we have the author of the book to guide our study and interact with.
This MOOC is the latest in a long line of MOOCs I’ve participated in (or not) over the past five years. It’s from a different universe as my very first MOOC, PLENK 2010 (Personal Learning and Network Knowledge). And my goals are totally different. PLENK 2010 was my effort to learn how the social Web worked and how I could be part of it. For someone new to blogging, webinars, and tweeting, it was scary. I remember posting my first comment and vowing that even if, in Dave White’s model, I became a resident, that I would never forget that fear of the unknown I experienced in this alien world.
That was many MOOCs ago and I feel personally responsible for giving MOOCs the high attrition rate that many see as problematic. But if you’re MOOC veteran, then you know that it’s much like going to a conference and quietly skipping out when you find the session isn’t what you’d hoped for. Life is too short to not spend your resources on what you really want.
I was drawn to PLENK 2010 like a moth to a flame. Yes, it was scary as hell but so exciting to be part of something so, well, massive, and seemingly revolutionary. So now the Preparing for the Digital University report officially recognizes MOOCs not as revolutionary but as simply new learning opportunities. I like to think that they are evolutionary (much as Derek Muller sees technology in general, “This Will Revolutionize Education”) and that they inspire new forms of learning opportunities yet to be re-imagined. For me, beyond guided learning about totally new content (The Brain and Space), and learning how to thrive in the digital ecology, one of the greatest values of MOOCs has been learning how I learn best and how I can become the teacher I want to be. MOOCs represent a powerful source of professional learning and, hence, re-imagination for our teaching.
Design for Online Courses
Perhaps the most burning and lasting question I took from PLENK 2010 was how to achieve the balance of openness that gives me and my students the space we need. In Dave Cormier’s work I saw a thoughtful, fearless quest for openness that inspired me to begin my own.
I see openness as the structural element that Claire Major has identified as “pathway” in her Classification Chain of Online Course Structures published in her new book, Teaching Online. I learned of Claire’s work through MiraCosta College’s Program for Online Teaching and find this model to be tremendously useful in understanding what attracts me to a course and the kind of courses I want to design. Here’s a brief video introduction to Claire’s classification chain:
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Sarah Kagan and Anne Shoemaker with their Old Globe MOOC (Growing Old Around the Globe) managed to foster a surprising degree of community, accomplished in part by having forum leaders who facilitated warmly and wisely. I’ve reflected on my Old Globe experiences using Conole’s interesting framework for mapping MOOCs across twelve dimensions.
With Jeannene Przyblyski and “A History of Art for Artists, Animators and Gamers” I learned to admire critique as an art and to understand the value of modeling critique for peer review.
Jim Groom, Alan Levine, and Martha Burtis of the infamous DS 106 (Digital Storytelling 106), which, granted, is not a MOOC, but a community helped me experience the power of creating, of making art, within a nurturing, supportive community that is passionate about their art-making and have a good time creating together.
Beyond the MOOC
I’ve blogged about my efforts to open up my open course, ECI 521, “Teaching Literature for Young Adults” often with “Opening Up the Garden” being one of the latest posts. I feel there’s much potential, especially with a topic like young adult literature that is constantly evolving with new books and new trends each year. That’s why I love it — I never facilitate the same course twice. It’s always evolving.
Could opening up bring rewards to your university students? Could it help you make a connection to the larger community? Perhaps even make a contribution? If more online courses opened up, could the university evolve as more of the public sphere rather than the walled garden?
What lessons do you bring from MOOCs? What ideas do you have for courses that might embody the MOOC principles that Downes describes while meeting the needs of your students, of your community/communities? Do you have any innovations to share with Larry Johnson and the New Media Consortium?
Have you experienced MOOCs as a way to re-imagine your own teaching?
Major, C.H. (2015). Teaching online: A guide to theory, research, and practice. https://jhupbooks.press.jhu.edu/content/teaching-online
MOOC List. An aggregator of Massive Open Online Courses (MOOCs) from different providers. https://www.mooc-list.com/
New Media Consortium. Larry Johnson (in May 14, 2015 email) confirmed that he has received many responses to his request for innovative formats in online, non-credit space and that he will share soon. http://redarchive.nmc.org/about/board-directors/larry-johnson-chief-executive-officer
OLDaily. A daily newsletter from Stephen Downes covering/uncovering the world of online learning. http://www.downes.ca/cgi-bin/login.cgi?action=Register
Program for Online Teaching. Led by Lisa M. Lane, MiraCosta College. http://mccpot.org/wp/
These sessions (2012), and were part of the certificate class also:
These sessions were simul-learn workshops (video and Elluminate): (2011-12)
These sessions were simul-learn workshops (video and Elluminate): (2010-11)
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