So in a few minutes it will be my turn to talk about my new on-line digital arts course at Nord University. I will be uploading the text later on - but alas! it will be in Norwegian!
onsdag 14. desember 2016
Erfaring med nettbasert, humanistiske og praktiske studier
The Norwegian title can be Google translated! And joy of joys it's a relevant thing to do since I am writing this post in relation to our conference on Higher Education in a Digital Age.
mandag 12. september 2016
She MOOCs again
Is there a difference between MOOCs and on-line teaching in the humanites and what is it?
I am off to Rauma for a conference to talk about my work in digital arts education in teacher education. And I see that one of the papers in my session is about MOOCs and arts education. This will be very interesting indeed! Some MOOCs have specialised on arts and arts education - and not just the digital stuff. But I see that noe many of these get off the ground sufficiently. So let's see what comes about later this month. I will keep you posted!
I am off to Rauma for a conference to talk about my work in digital arts education in teacher education. And I see that one of the papers in my session is about MOOCs and arts education. This will be very interesting indeed! Some MOOCs have specialised on arts and arts education - and not just the digital stuff. But I see that noe many of these get off the ground sufficiently. So let's see what comes about later this month. I will keep you posted!
torsdag 5. mai 2016
It´s about MOOCing time
I finally finished a MOOC. Completed it. After I don´t know how many I have started - three, four, five? I must say I am quite proud of that because learning by MOOCing is quite hard.
Don't get me wrong. The courses are for the most part short, simplified versions of courses that are otherwise available from different universities - both top notch and not so top notch. The actual course material is probably just a scratch and sniff of the real deal.
But then again, I think, for your average C student at the majority of universities - how much more than that scratch and sniff do they actually pick up and retain? I should know more about this, or at least be able to point to a whole load of sources on the matter (that will have to be a later post). For now, I will have to rely on experience. Of the vast material presented to them, and if they actually read "the book", I hope for the core themes or at least the core message to be retained and presented in the exam. Flawed, usually, such student exams none the less manage to pull in a D. Their level of detailed knowledge and ability to critically address the material increased as the grade increases, but for the vast majority I hope for a C. Managing to grasp the core concepts, having some degree of detail and facts, and having some ability to apply that knowledge to cases or in exam questions is - for my grading scale at least - a C. And that is an okay grade.
Not so much when what you are taking to begin with is a shortened course to begin with. But hey - if I was out for the credit I would have signed up for a net-course somewhere and gone all in.
So I am pleased with having finished my tiny course. For having worked on a themes/course for four to six weeks, done the hand-ins and met people on line. It is nice to have the certificate to prove it - although my "certificate" is a cut and copy screenshot from the Coursera page. Still. Chuffed.
What is interesting though, is that while I am happy that I finished the course, I feel I learned something from all of them, also the one's I didn't finish. But the result of having completed one - yeah, I signed up for three more.
Don't get me wrong. The courses are for the most part short, simplified versions of courses that are otherwise available from different universities - both top notch and not so top notch. The actual course material is probably just a scratch and sniff of the real deal.
But then again, I think, for your average C student at the majority of universities - how much more than that scratch and sniff do they actually pick up and retain? I should know more about this, or at least be able to point to a whole load of sources on the matter (that will have to be a later post). For now, I will have to rely on experience. Of the vast material presented to them, and if they actually read "the book", I hope for the core themes or at least the core message to be retained and presented in the exam. Flawed, usually, such student exams none the less manage to pull in a D. Their level of detailed knowledge and ability to critically address the material increased as the grade increases, but for the vast majority I hope for a C. Managing to grasp the core concepts, having some degree of detail and facts, and having some ability to apply that knowledge to cases or in exam questions is - for my grading scale at least - a C. And that is an okay grade.
Not so much when what you are taking to begin with is a shortened course to begin with. But hey - if I was out for the credit I would have signed up for a net-course somewhere and gone all in.
So I am pleased with having finished my tiny course. For having worked on a themes/course for four to six weeks, done the hand-ins and met people on line. It is nice to have the certificate to prove it - although my "certificate" is a cut and copy screenshot from the Coursera page. Still. Chuffed.
What is interesting though, is that while I am happy that I finished the course, I feel I learned something from all of them, also the one's I didn't finish. But the result of having completed one - yeah, I signed up for three more.
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