Scheduled Seminar Discussions
Showing 50 of 392 annotations by anyone with notes matchingtext containing "questions" in Scheduled Seminar Discussions:
forum: Writing an e-book about e-books for fun and no profit: Feb 1-14, 2012◀ | |||||
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| Reading experiences with e-pubs by ◀ |
What do you love and hate about e-books as a consumer/reader? What has been your favourite e-book reading experience to date, and why? What made it a great reading experience? Give us a recommendation for reading, and a small pep talk about why it stands out for you. | questions | Hilda Anggraeni ◀ | ||
| Re: Reading experiences with e-pubs by ◀ |
I go to used book stores in most new towns I visit .. how will that happen with e-books? | questions | Hilda Anggraeni ◀ | ||
| Re: Reading experiences with e-pubs by ◀ |
Why do we even need to hold on to this whole notion of a "book"? Is there value in having a "book" other than it gives publishers a way to package content? | questions | Hilda Anggraeni ◀ | ||
| About writing in any medium by ◀ |
What is the most enjoyable writing project you ever completed? Would that work translate well to doing an e-pub? And when you do large writing projects, how do you organize yourself? Do you have any rituals, superstitions or approaches you’re willing to share? | questions | Hilda Anggraeni ◀ | ||
| Re: innovation in e-books (epubs) by ◀ |
These kids are digital naturals, in a manner. Actually, they were already spending hours and days playing WOW with their daddy online!!! So why is it that the paper based book as such had become an intimidating obstacle? | questions | Hilda Anggraeni ◀ | ||
forum: A Framework for Academic Volunteers International: Dec 5-16, 2011◀ | |||||
| How do we provide credit/recognition for vols? by ◀ |
Wikipedia has proves successful because of the genorosity of "the crowd." But vols in education want some kind of credit which shows the kind of work and effort they provide to the openu. How do we ensure that every (say) edit or event hosting is recorded on their account so they have a record of their endevours? | questions | Hilda Anggraeni ◀ | ||
| Re: Getting started - Seminar overview and review of AVI recommendations by ◀ |
Here are a few questions to get us started: - What do you think about the propoused role of AVIs? - what kind of support will be needed and critical for OER learners to succeed in particular at the initial stages ( year 1 and 2 level of Univercity study)? - What do you think of the suggested structure? - What else we need to consider and include in the design that we have missed in the initial draft? | questions | Hilda Anggraeni ◀ | ||
| Re: Getting started - Seminar overview and review of AVI recommendations by ◀ |
So, does it follow that an avi "mentor" would be a resource that a learner could contact after beginning a course of studies? Or would an avi mentor provide assistance before a learner begins. I'm not trying to be obtuse, but in the former situation the avi contact could be part of a course resource list, while in the latter the contact would be... well what would it be? | questions | Hilda Anggraeni ◀ | ||
| Re: Getting started - Seminar overview and review of AVI recommendations by ◀ |
How do we scale the model so that we have enough volunteers to provide a short personal orientation service for new OERu course enrolments (without adding cost to the OERu anchor partners.)? Are their ways in which the OERu network could generate revenue to offer some form of payment for a "call-centre" type of environment where personal support of this nature could be offered? Are there kudos incentives which would encourage volunteers to provide a personal orientation for OERu learners? For example -- I wouldn't object, for instance, to donating 1 hour a week to provide orientation services - -I enjoy connecting with "real" people and get tremedous satisfication from helping a neighbour. | questions | Hilda Anggraeni ◀ | ||
| Re: Getting started - Seminar overview and review of AVI recommendations by ◀ |
Starting out as a remote learner is a daunting experience. Do we need to encourage learners to begin within existing communties (e.g villages, clubs, societies, organisations) who follow an initial course so that to some extent they can be self-supporting - and possibly select their own AVI? Can we, as a group, take part in the pilot, taking on the roles of participants and AVIs? Nothing beats first hand experience! | questions | Hilda Anggraeni ◀ | ||
| Re: Getting started - Seminar overview and review of AVI recommendations by ◀ |
Is there some way we can get an idea of these needs from prospective learners? Build in a feedback system for learners? Have educators engaged as learners? | questions | Hilda Anggraeni ◀ | ||
| What are the provisions for OERu learners/students for whom English is not their first language? by ◀ |
I have listed this concern regarding potential OERu learners/students for whom English is not their first language in the user stories section of Wikieducator (item 20), and forgive me if the issue of language and translation of OER did come up in the OERu planning meetings and I've not yet been able to see how far we have got with this issue (I would be grateful if anyone could direct me to where this may have been discussed). | questions | Hilda Anggraeni ◀ | ||
| Also, are we considering having non-English speaking students among the first 100 for the prototype 2012 year? | questions | Hilda Anggraeni ◀ | |||
| Re: Getting started - Seminar overview and review of AVI recommendations by ◀ |
My sense is asking for advice and input for the planning of AVI with specific reference to "Retired academic volunteers" . Would a covering letter and a short survey collecting the information we need be a suitable approach? Would participants be interested in generating ideas for the kinds of questions / data we need to gather when contracting groups like the Golden Gurus? | questions | Hilda Anggraeni ◀ | ||
| Does anyone have knowledge or experience of the United Nations Volunteer programme by ◀ |
I was wondering whether any members of this SCoPE seminar have any prior knowledge or experience of the United Nations Volunteer (UNV) programme? Is there anything we can learn from the UNV programme for the design of AVI? Should the OER Foundation consider partnering with the UNV to make use of their online volunteering service for AVI? Are there other organisations who could assist with coordinating volunteer services? Would it be better for the OERu intitiative to build their own volunteer coordiniation model? What do you think? | questions | Hilda Anggraeni ◀ | ||
| Re: How do we provide credit/recognition for vols? by ◀ |
How do we encourage informal credentials to be accepted by institutions? | questions | Hilda Anggraeni ◀ | ||
| Re: Does anyone have knowledge or experience of the United Nations Volunteer programme by ◀ |
That's valuable feedback. Has the peoples-uni initiative done any research or analysis on the different roles of volunteers, who they are, why they volunteer and the average time they contribute to the project, for example hours per week? | questions | Hilda Anggraeni ◀ | ||
| Re: Who are our potential AVIs, how can we attract them and reword them them? by ◀ |
"Can we propose an horizontal relationship between chapters and partner organizations when these have a smaller area of interest and do not operate on the same basis? If we indeed have an asymmetrical relationship, how will we define it?" | questions | Hilda Anggraeni ◀ | ||
forum: Automating Instructional Design: June 6-24, 2011◀ | |||||
| Is an automated approach to ISD even possible, desirable? by ◀ |
Is an automated approach to ISD even possible or desirable? | questions | Hilda Anggraeni ◀ | ||
| In an age of increasing collaborative technologies for learning, is ISD still relevant? Learning technologies have emphasized community learning as a new model (wikis, forums, blogs, etc.). But is ISD dead? | questions | Hilda Anggraeni ◀ | |||
| Educational templates for instructional design by ◀ |
So let's put this another way...if, as many of you point out, instructional design in education requires a more creative process, are there more rudimentary tasks that you think might be helpful to automate for new instructors? For example, there is quite a lot of research out there on the best ways to teach critical thinking skills to learners (via case studies) as opposed to how and when to deploy simulations for behavioral practice. Is there an advantage or need to automate this part of the process for new teachers who might not see the fine points between "learning" and "doing"? | questions | Hilda Anggraeni ◀ | ||
| Re: An iterative process... by ◀ |
when/how to use critical thinking case studies; when/how to use immersive learning scenarios for particular outcomes)? I'm thinking of helping a new ISD professional with knowing the basics of where to start: So I'm creating a new course on negotiation skills for contract managers...what questions should I ask first about the learners/training outcomes that will point me to the most relevant and available tools to teach this skill? | questions | Hilda Anggraeni ◀ | ||
| Rubric with performance standards vs. EPSS by ◀ |
During my MA work I read up on ISD, ADDIE, etc., but don't recall design rubrics as such. Are there any that demonstrate a performance standard range ( I.e. Beginning, developing, capable, expert design)? | questions | Hilda Anggraeni ◀ | ||
| Though as I write this, I'm pondering how to scale the design's responsiveness to 4 key C's: context, content/curriculum, & client (learner/target audience) needs? | questions | Hilda Anggraeni ◀ | |||
| Is it different where the context & client needs are fairly stable so that you might be able to developed a basic institutional design rubric-- maybe with some sub-rubrics based on type of content ( behavioral, cognitive, etc.)? But then where does instructor's pedagogical approach figure? | questions | Hilda Anggraeni ◀ | |||
| Re: Teaching Critical Thinking by ◀ |
Surely if we were just slaves to the environment we are all just living out a pre-scripted life. What about our individual self-determination or our collective agency? | questions | Hilda Anggraeni ◀ | ||
| Re: Where would you like us to go for Week #2? by ◀ |
What kind of automation are we desiring? | questions | Hilda Anggraeni ◀ | ||
| Suggested Topic for Seminar Week #2: Online Facilitation Tools by ◀ |
Given all of your experience with online learning and facilitation, what best practices have you seen in higher education for online teaching and facilitation? For example, have you used tools like Voicethread or web conferencing with any success? How do you integrate instant messaging or live student chats to boost interaction and learning? | questions | Hilda Anggraeni ◀ | ||
| Re: Suggested Topic for Seminar Week #2: Online Facilitation Tools by ◀ |
In the context of "automating" these processes (guiding might be the right word here) are there decision-making tools that can help us? I think of useful resources like the Digital Habitats "action notebook" for community stewards, a series of checklists and questions that guide you through the decision process for community stewards. What exists for instructional designers when selecting facilitation tools? | questions | Hilda Anggraeni ◀ | ||
| Re: Where would you like us to go for Week #2? by ◀ |
In my school, we complete around 50 curriculum projects/year and my early questions in every project are Why are we doing this? what do we hope to achieve? what's the best way to approach this course? | questions | Hilda Anggraeni ◀ | ||
| Re: Where would you like us to go for Week #2? by ◀ |
Nicholas Negroponte has compared the use of computer labs for an hour or two a week, under the rubric of "Computer Literacy", to having a room with all of the books, paper, and pencils in a school where children can go once or twice a week, but without using them for class work or homework. What sort of literacy do you think that will produce? | questions | Hilda Anggraeni ◀ | ||
| Re: How about this - define curriculum development by ◀ |
What are your thoughts on the appropriation of technology in different cultures? That is, do you think that software apps on devices should be created within and by those in the local context (e.g. for Ugandans, by Ugandans)? Or, can we make these in English 1st world and have them translated into local language? | questions | Hilda Anggraeni ◀ | ||
| Re: SEMINAR EVALUATION by ◀ |
I should have asked how would YOU evaluate the session? What has happened to confirm or change your initial view of automation? What is your view of running a seminar on it? And slightly tongue-in-cheek perhaps, could you have automated this seminar with hindsight? If so what and how? | questions | Hilda Anggraeni ◀ | ||
forum: Blogging in Professional Networks: Nov 8-26, 2010◀ | |||||
| What is your experience with blogging? by ◀ |
For those entirely new to blogs, what are your impressions and perceptions about the usefulness of blogs? | questions | Hilda Anggraeni ◀ | ||
| How do you think blogs work as a networking tool? What features do you think are important? | questions | Hilda Anggraeni ◀ | |||
| What are a couple main reasons for why you blog? What roles does the blog play? What other bloggers do you follow? Why? What is your preferred style of writing? How frequently do you post? Has your blogging changed over time? | questions | Hilda Anggraeni ◀ | |||
| Re: What is your experience with blogging? by ◀ |
You also mentioned you have several blogs, including a professional blog - is that edublog more formal than the teaching sandbox blog? | questions | Hilda Anggraeni ◀ | ||
| Do you enable commenting on all your blogs? | questions | Hilda Anggraeni ◀ | |||
| Re: What is your experience with blogging? by ◀ |
Empowering Adult Learners through Blog: An Australian Case Study, (with Loong Wong), Chapter 2 of Adult Learning in the Digital Age. Terry T. Kidd (Ed.). Igi Global: 2010. There is a link to this book at: http://www.igi-global.com/bookstore/Chapter.aspx?TitleId=36854 | questions | Hilda Anggraeni ◀ | ||
| Re: What is your experience with blogging? by ◀ |
You mention that your students are encouraged to post in the open from behind the institutional firewall. How many of them do so? Have you noticed that at the beginning of the course, there is a warming up period, a period of reluctance to blog, a reticence, and you need to engage them in a dialogue to persuade them to contribute? | questions | Hilda Anggraeni ◀ | ||
| Re: What is your experience with blogging? by ◀ |
Great to hear that others are using Blogging for teaching literature. How do you use it Dilip? Do you have a regular fixed, assessable requirement? How do you encourage your students to engage? | questions | Hilda Anggraeni ◀ | ||
| Re: Forum Discussion Activity: SCoPE Interview by ◀ |
can you say a little about the tools that you used to do this? | questions | Sylvia Currie ◀ | ||
| Re: What is your experience with blogging? by ◀ |
How did they do their tagging? What are they posting about? What data streams and info-scraps are they weaving into their narrative? What sources are they quoting, citing, or drawing from? | questions | Hilda Anggraeni ◀ | ||
| Different levels of blogging by ◀ |
Another way to look at different levels of blogging is to think about your audience. Who are you writing for and what do you expect from your readers? | questions | Hilda Anggraeni ◀ | ||
| Re: Forum Discussion Activity: SCoPE Interview by ◀ |
Glenn of course can talk about what he used for this interview, but what are some other useful tools and techniques for integrating audio into blogs? | questions | Hilda Anggraeni ◀ | ||
| Week Three: Blogging for Sense-Making by ◀ |
Doesn't it bother anyone that the majority of things worth learning in a formal setting is what is in fact externally imposed? | questions | Hilda Anggraeni ◀ | ||
| So I come back to the question: should we get students to blog? | questions | Hilda Anggraeni ◀ | |||
| Reflections on Blogging Seminar by ◀ |
This revelation made me stop and think. Why do we craft our identities so much, so precisely, when crafting posts for our blogs? Whay do we reveal a tiny slice of our passions using blogs, but are willing to reveal so much more through Twitter or chat or facebook? | questions | Hilda Anggraeni ◀ | ||
forum: Campus-Based Educational Development: May 15-31, 2012◀ | |||||
| Week 1: Educational Development Models and Dimensions by ◀ |
What does educational development mean to you? | questions | Hilda Anggraeni ◀ | ||
forum: Cases in Online Interview Research: Feb 20 - Mar 3, 2012 ◀ | |||||
| Re: Part 1. E-Interview Research Framework by ◀ |
Two key factors are: 1) will the study use data collected through online interviews to investigate real-world, face-to-face phenomena? or 2) will the study use data collected through online interviews to investigate online phenomena? | questions | Hilda Anggraeni ◀ | Source | Highlighted Text | Margin Note | User |