Kevin Ryan in Tokyo

Category: MOOC

  • Open Pedagogy Live

    Probably the most remarkable content this week was an interview (45 min) with Rob Blair on his (and many others’) course on Democratic Erosion (syllabus). This was all part of the online course I am taking for #openlearning19 at the Open Learning Hub.

    This is team teaching on a whole new level. It is team learning. It is collaboration between students, professors, and institutions. It works because faculty, starting at Brown University, then expanding last year to more than a dozen universities, were all able to work together on a common syllabus, then sharing comments and produced work. This year there are over 25 universities involved.

    Do watch the interview. Gardner Campbell covers the issues, starting with the technical, then moves on to design and administration. They get into the nuts and bolts of how the program was set up. It was enlightening. It is revolutionary. It breaks down the classroom walls and tasks students with creating relevant materials for distribution to a real audience. The content is now being collected by graduate researchers who will use it to synthesize into a body of work useful to the outside work. This is a truly relevant audience.

    I floated the idea of working together within our department, and it went nowhere. I am now considering how to adapt this framework to my language classes here in Tokyo. There is a lot of potential.

  • Open Learning

    I was reading Stephen Downes’ RSS feed (oldaily) when I came across another cMOOC. His last one was so good I cannot pass up the opportunity to try another one. (Even though I have contributed to many, starting with CCK08).

    Now that I am on “spring break” with graduation tomorrow and the party on St. Pat’s, I will have time to devote to this curious idea that has become a lot more relevant lately. Namely, Open Pedagogy. Looking forward to it.

  • On moving away from Facebook

    Time to move and refocus

    The idea is to post once a week here on this blog, with all my thoughts for the week, and then link to it from Facebook. So I am not giving up on FB completely, but only accessing it on the weekends. I have taken it off my phone and am avoiding the urge to post. I hope to have the process down by the new year. (I may blog more often, if it becomes sustainable).

    I have noticed, though, that my outrage is mitigated by posting to the blog instead of FB. It requires a bit more contemplation, some thought, and more consideration. The zing is less, but that, in my opinion, is a good thing. Zing is addictive and destructive.

    Instead of having FB open on my phone, I have WordPress ready to go. I have reworked the site here, mostly ignored in 2017, but ready for a resumption.

    What you guys can do to move away from the FB ecosystem is to use one that I have used over the years, and you may have done too. RSS. Get a reader. I use Feedly, Mac people like Inoreader. You can even set up Flipboard as an RSS reader if you are using that. You will see, after the initial investment to set up your feeds (the websites you monitor), that the control you get is well worth it. I end 15 minutes of FB enraged; I end 15 minutes of Feedly enlightened.

    And if you do make it over to my blog at kevinryan.com, you are welcome to make comments. I have to approve your first comment (this is spam control), but once approved, you can comment any time.

  • Connectivism mathified #el30

    I am in this online course, an extension of a MOOC, called E-Learning 3.0, hosted by Stephen Downes. Over 10 weeks (12 if you count the warm-up) we look at the technical and social sides of where learning online (edtech?) is going, or at least where it is right now. 

    MOOCS have been closely associated with Connected Learning over the last 10 years, especially for Stephen and a group of thinkers “connected” to him. I, for example have been “connected” since the first MOOC in 2008, and since then in a couple of other online events. Building a personal learning envirionment (PLE) or similar is expanding your connections to other resources and people, thus the name “Connected Learning”. But others have taken that idea and refined it so that it could be considered an alternative to Constructivist (think Piaget), Constructionist (think Papert) (disambiguation) or Behaviorist (think Skinner).  

    Connectivism came about as a result of the environment. The web was maturing, and the web is based on nodes with anchors, links and targets to other nodes. Brain science (OK, neuroscience) was going great gangbusters with a new tool called FMRI, discovering all these links between neurons. I was reading Linked by Albert-Lazlo Barabasi. It was only natural that we try to apply these advances to learning (and by extension, to teaching, and finally to education). 

    Back to the present. In our 3rd week of #el30 we are looking at some highly technical roots of connectionism, mostly mathematical concepts that underlie how tech works, how we work with tech, and how we work with each other.  Last week we talked about tree structures, which look like the sentence diagrams we wrote at kids when Chomsky was applied to everything. It also looks like the sports league championship diagrams. 

    But this week we move from trees to graphs. All trees are graphs (a subset), but graphs can be more like networks, with multiple connections in all directions, without–and this is crucial–a center. From there the thinking widens to neural networks and machine learning. Note again that these can be applied to networks of machines or of people. It is a way to look at the world, a way to see that the connections are just as important as the nodes of content. I can see how this can even get philosophical. 

    I don’t understand much of this. When I studied this stuff in the ’90s, about Speech Recognition, there was the Markov Model and not much else. It has blossomed as I have ignored it. My silly prediction that SR would be viable was premature by at least a decade. But now we have SR, many of us use it every day, and it is based on these ideas of graph theory. This is my corner of the connected part of this course. You can jump in any time. 

  • E Learning 3.0, A MOOC for the Future

    I have been working at the intersection of language teaching and technology for almost 30 years (had to know when it started, the connection). One of the best influences I have discovered, following the sharing of new content in the Tokyo PC Users Group (an excellent learning experience), was a MOOC. I was a member of the first real MOOC 10 years ago, hosted by our current host as part of a team of 3 or 4. A truly revolutionary idea to tap the expertise around the globe on a topic of great interest to me. Connected Learning.

    E Learning 3.0: And now we have a look at how this idea of MOOC is morphing, how it is influenced by other factors, technical and social, and where we might be headed as I head for retirement. Like Sylvia Curry, another “Old Fogie” and my first connection in what I hope will be a rich web, this is a personal look for my future, as well as my current students at a women’s university in Tokyo.

    I hope to see you there.  I was interviewed by iTDi last week, if you have an hour, you can find out about where I stand on most of these issues.

    #el30