There’s a course just underway (started January 19, 2015) on Coursera that might be of interest to the ASU Online community. It’s a free MOOC (massive open online course) on the subject of new learning, and new pedagogy that becomes possible with e-Learning. The teaching team at University of Illinois, Urbana Champaigne have developed a really great course. It runs for 8 weeks and you can drop in, take as much, or as little as you need from it. I will be hosting a 1-hour webinar some time in the week of March 23 to debrief the MOOC and talk with any ASU participants. Please contact me email@example.com if you’re interested in participating in the debrief.
About the Course
For more than 3 decades we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many sites and many ways education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education.
This course explores 7 affordances of e-learning ecologies, which open up genuine possibilities for what we call New Learning—transformative, 21st century learning:
- Ubiquitous Learning
- Active Knowledge Making
- Multimodal Meaning
- Recursive Feedback
- Collaborative Intelligence
- Differentiated Learning
These affordances, if recognized and harnessed, will prepare learners for success in a world that is increasingly dominated by digital information flows and tools for communication in the workplace, public spaces, and personal life. This course offers a wide variety of examples of learning technologies and technology implementations that, to varying degrees, demonstrate these affordances in action