This week I met Seb Schmoller who recommended that I have a look at the ocTEL MOOC , a 10 week open course in technology enhanced learning which is being run by ALT (Association for Learning Technology) here in the UK.
Seb is a former Chief Executive of ALT. I was vaguely aware of this MOOC, but had put it to the back of my mind, because for me there are just too many MOOCs about at the moment – it’s difficult to know where to focus.
But Seb’s prompt made me have another look and ‘Yes’ ocTEL does seem well organized with some interesting discussions and useful resources. However, I don’t think I will be getting fully engaged as I am already committed in part to FSLT13 due to start on May 8th 2013 – and Growing Old Around the Globe due to start on June 10th 2013. More of them later in other posts.
Liz Masterman interviewed academics in Higher Ed and asked them which theories informed their use of technology in their teaching. This Wordle is the result. The two tiny words are ‘constructionism’ and ‘behaviourism’. This slide resonates with me because I was recently asked to create a presentation about learning theories for Lisa Lane’s Pedagogy First Online Teaching course. Whilst I am familiar with everything that is on Liz Masterman’s slide (although there are some models in there as well as theories), I only mentioned a few of these in my own presentation. Maybe I should have tried to take a broader brush, but at the time less seemed more.
For me an omission from Liz’s slide and therefore from the interviewees’ thinking and experience of technology enhanced learning in Higher Ed is ‘Connectivism’ or anything to do with networked learning – although communities of practice can be thought of in terms of networked learning.
In terms of the slide I don’t think it matters whether or not we think of Connectivism as a theory, since some of the other items listed on the slide are not theories – but could its omission be a ‘telling’ statement on where academics are in Higher Education in relation to their understanding of learning in new landscapes of practice?