Learning Analytics Courses

George Siemens

After about a year of planning, we can finally announce the following courses on edX focusing on learning analytics. The intent of these courses is to eventually lead into a MicroMasters and then advance placement in an in-development Masters of Science in Learning Analytics at UTA. Each course runs about three weeks and we’ve tried to settle on prominent analytics tools for educational data so the experience is one where skills can immediately be applied.

Before the Course

Clark Quinn

It appears that, too often, people are building courses when they don’t need to (or, more importantly, shouldn’t ). So here’s a rough guide about the thinking you should do before you course. But before you course, consider the other solutions.

Course 218

E-Learning 3.0 Course Synopsis

Stephen Downes: Half an Hour

There isn’t a single classroom or learning management system; instead the course itself is design to create connections between individual websites or blogs and to create a flow of conversation and cooperation across that network.

Course 192

Connected Courses

Stephen Downes: Half an Hour

This is a place-holder post to set up syndication for the Connected Courses course. connectedcourses

Course 144

Innovation in open online courses

George Siemens

In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186 ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course.

Course 209

Open Online Courses

George Siemens

And, yet another presentation from UNISA, this one on open online courses: Open Online Courses

Course 199

The game of course

Jay Cross

The largest obstacle holding L&D professionals back from taking advantage of network technologies, distributed networks, social connections, peer interaction, and informal learning may be their bedrock belief that learning = courses. What’s a course?

Course 183

From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

One of the major strategic objectives for many HR and L&D departments in 2016 and beyond will be to extend their focus and services beyond courses and out into the workplace. Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance.

Course 219

Researching open online courses

George Siemens

In fall, we (TEKRI, NRC, UPEI and possibly a few other organizations) are hosting an open online course. The course will run for about 35 weeks and credit options will be available for students in the Athabasca University MDE program and with Georgia Tech. It’s fairly easy to take online courses or interact with your favorite academic these days. Since 2007, numerous people have offered some version of open online courses.

Course 164

The 'Course' in MOOC

Stephen Downes: Half an Hour

Given the opportunity, these learners have a burning desire to 'complete' the course. In this sense, the concept of course completion doesn't really make sense - what is it to 'complete' joining a community? Perhaps the "C" in MOOC should be changed to mean "Community" in that case, because the concept of "course" does imply a sense of completion, i.e., something > with a beginning and an end which is determined by an entity besides the learner. (Or

Course 194

udemy Course with Marissa Mayer

Jay Cross

Marissa’s free Udemy course will teach you how to build a culture of innovation at your company. Take This FREE Course. The course is billed as “Over 10 lectures and 24 mins of content!” It’s a stretch to call this a course.

Course 169

Reflections on Open Courses

George Siemens

I’ve posted an article about my experiences with open courses and their role in knowledge growth: Reflections on Open Courses

Course 140

Resources before courses

Clark Quinn

In the course of answering a question in an interview, I realized a third quip to complement two recent ones. And if it’s about knowledge, not skills, a course doesn’t make sense. In short, doing courses should be reserved for when they are really needed. Too often, we’re making courses trying to get knowledge into people’s heads, which usually isn’t a good idea, since our brains aren’t good at remembering rote information.

The Quinnov 8: An online course

Clark Quinn

Ok, so I told you the story of the video course I was creating on what I call the Quinnov 8, and now I’ll point to it. I can’t control it, but as I mention in the course, you want to space it out. The elements are: Performance consulting: what to do before you decide to course. The post The Quinnov 8: An online course appeared first on Learnlets.

Course 129

Open Connectivism Spanish Course

George Siemens

Looks like several educators have taken the connectivism course that Stephen Downes and I have been running for the last few years and are now offering a Spanish version: TIOD10 (Google translation ). Whenever I see initiatives like this – an adaptation and an augmentation of an open course – I’m reminded of the tremendous potential openness has for generating unintended learning opportunities.

Course 148

Special Issue: Massive Open Online Courses

George Siemens

Valerie Irvine, Jillianne Code, and I spent time over the past 8 months preparing a special issue of JOLT on massive open online courses. Mainstream media often present massive open online courses (MOOCs) as both a reflection of the need for universities to undergo a metamorphosis and as a means of forcing a new perspective on digital teaching and learning practices (i.e.,

Issues 171

Blog Post: Henley Forum: Advanced Course in KM

David Gurteen

By David Gurteen The Henley Forum for Organisational Learning and Knowledge Strategies (known as the Henley Forum) has an Advanced Course in KM coming up on 10 – 11 July 2018 run by Chris Collision. It is open to non-members. If you are interested contact Marina Hart - her details are on the webpage. They also have one of their regular Henley Forum meetings on 27 June 2018, which non-members can attend as guests and get a taste of the Forum.

Course 100

Upcoming Cognitive Edge Courses in 2015

Dave Snowden

There's a change coming in the Cognitive Edge training courses. Starting in 2015, the courses will be expanding with two new series of courses for practitioners and consultants. By December 2015, there will be three main groups of courses running, along with some special partner-driven courses as well. Cynefin and Sense-Making courses. The initial courses we will be running include. The initial list of Shaping courses will likely include.

Course 132

Courses are dead. Just foolin’

Jay Cross

Several people have asked me not to denigrate formal learning in the workplace, the 10 of the 70:20:10 model. Indeed. Formal learning has its place. It’s apt for bringing people up to speed in a new discipline or topic.

Course 153

Open Course: Learning Analytics and Knowledge

George Siemens

For the past several years, in preparation for our Learning Analytics Conference (this year in Leuven, Belgium, registration is now open ), we’ve been running an open online course on learning analytics. As I’m currently writing a book on the future of higher education and open courses, I’m exploring different technologies for use in open courses. This year, we’ll be running our Learning Analytics and Knowledge course on Canvas Network.

Google course finale — a certificate!

Jay Cross

Cheers, Power Searching with Google course staff. This just received from Google… Congratulations! Here is the certificate you earned through your participation in Power Searching with Google. Below are your assessment scores.

Course 133

Overcoming the Course and Control mindset hurdles

Jane Hart

These findings are of course in line with study after study that shows that most learning in the workplace happens outside of formal training. I call these the Course and Control hurdles – and they are closely related. 1 – Course hurdle.

Course 262

Creating the Connectivist Course

Stephen Downes: Half an Hour

One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course. What made these courses important was that they invoked the idea of including outsiders into university courses in some way. The course was no longer bounded by the institution. But beyond that, the course was non-traditional.

Course 152

More on Massive Open Online Courses

George Siemens

I presented to the EDUCAUSE NGLC Summer Learning series today on massive open online courses (MOOCs). It was one of the more active presentations I’ve been involved with in a while – the discussions were intense. I should have bailed on my slides (below) and just chatted with attendees. The recording is now available here. MOOCs EDUCAUSE from gsiemens

Course 164

Critical Literacies – an open course

George Siemens

I’m looking forward to this course by Stephen Downes on Critical Literacies : “This course in critical literacies builds on and expands that idea. It is at once a demonstration of a possibility of online learning, this time a connectivism course. The course is free, starts June, and you can register here

Course 152

#C2Xmas Day 20 – Introduction to Leadership (mobile course)

Jane Hart

Qualt offers free mobile courses in internationally recognised professional qualifications. The Introduction to Leadership mobile course provides an introduction to the role of a leader in business and principles of effective leadership.

Course 166

Khan and AI: Open Online Courses

George Siemens

It’s a candid discussion of what each of these educators wanted to achieve with opening up their courses and content and some of the challenges they faced in the process. I’ve been a bit frustrated in the past (actually, I still am) that the history of open courses has not been fully reflected in conversation about the Stanford AI class. It’s good to have growing diversity in researchers and educators offering alternative course models.

Course 171

Massive open online courses as new educative practice

George Siemens

Interest in open online courses – and startups see this as an opportunity to automate and scale education. In the process, I assault the spirits of both Alan and Jim in linking work that Stephen, Dave, and I have done with open courses and what they are doing with DS106.

Course 212

Cognitive Edge announces training courses for 2016 – Cynefin and Sense-Making courses

Dave Snowden

As we head into the Northern Summer/Southern Winter (delete as applicable), we’re announcing our timetable of new training courses for the second half of 2016. Over the next few months, we’re expanding our portfolio of courses to include subject-specific versions of courses for Agile practitioners and government policy-makers, alongside the pre-existing courses. We start today with the ground-breaking Cynefin and Sense-Making (CSM) courses – and some good news.

Course 100

Critical Literacies Course Starting, Future of Education Course winding down

George Siemens

The Critical Literacy online open course is now entering week 2. I signed up when the course was first announced, but can’t seem to find a signup link on the site). While the Critical Literacies course is starting up, we are entering the final few days of the EdFutures course Dave Cormier and I have been running for 7+ weeks Stephen Downes has a great article on Patterns of Change – the current topic. Still lots of time to jump in! (I

Course 133

Announcing the first SenseMaker®-specific courses - sign up now!

Dave Snowden

As a friend of Cognitive Edge, you may have attended courses, read the blogs and used the techniques - but wondered about how to take the next step to actual implementation of SenseMaker® with clients or in-house. These new courses are for anyone who has heard about SenseMaker® but needed more detailed knowledge and practical examples before they actually run one. The first courses therefore are: An Introduction to Running SenseMaker® Projects.

Course 146

Cognitive Edge announces training courses for 2016 – Working with Complex Problems

Dave Snowden

As we head into the Northern Summer/Southern Winter (delete as applicable), we’re announcing our timetable of new courses for the second half of 2016. Today we’re announcing practitioner-focused courses on complexity and the Cynefin framework. Course 1: Dealing with Complex Problems.

Course completion rates in online programs

George Siemens

For example, at Athabasca University, our course completion rates are high. From the draft report: As was the case in previous years, 85% of courses started by undergraduate students were successfully completed (the other 15% withdrew or failed; graduate and “non-starter” registrations were excluded). Online courses that I’ve taught through University of Manitoba have similar high success rates. Online programs are frequently criticized for high drop out rates.

Course 157

Call for Papers: Open Online Courses

George Siemens

This call for chapters for a text on open online courses (.doc), doc), edited Rita Kop, Stephen Downes, George Siemens, might be of interest to readers. The two-page abstract of prospective chapters is due Oct 31, 2011

Course 152

Czech Course Followup Questions

Stephen Downes: Half an Hour

I was asked the following questions after my presentation to CZ Course RVP_VT21 yesterday: (Elements of Coop.) How to ensure any educational outcomes in accordance with short-time curricular aims? Students having autonomy do not usually feel about the aim the same way as teachers. Is it a call for a curricular change? This is like asking, "how do you have freedom, and still control people?"

Course 138

Moodle Course Conversion

Jay Cross's Informal Learning

Moodle is an open source course management system with a wide following. Moodle (the “M&# is for modular) has sprouted extensions and capabilities you’d expect in a constructivist environment such as forums, chats, and wikis to supplement traditional course management features.

Course 117

Massive Open Online Courses: Interview with Howard Rheingold

George Siemens

Howard contacted me for a short interview (that I stretched out to more than double the length intended by saying too many words all in a row) on my experiences with massive open online courses (MOOCs).

Course 227

Learning in the Modern Workplace is much MORE than courses and resources

Jane Hart

courses and resources), it means supporting all the other ways people learn for and at work. Individuals learn in many ways for and at work; training or e-learning is only part of the picture as I show in the diagram below.

Teaching Online Courses – 60 Great Resources

Tony Karrer

I received an inquiry about resources that would help instructors who are about to move into teaching online courses. If you are going to teach a course online or run an online learning event or an online conference, then there’s even more to being successful at that. It made me immediately think back to my first experience with an online session.

Announcing Open Course: Learning & Knowledge Analytics

George Siemens

A number of open courses will be offered early 2011 (CCK11, PLEs, Digital Storytelling). and, my new maxim for open online courses is “never teach alone – grow network competence by co-teaching&# ). Adding to the mix, we’re (Jon Dron, Dave Cormier, Tanya Elias, and I) happy to announce an open course on Learning & Knowledge Analytics. All updates on the course will be posted there.

Of course Susan Sarandon was right

Nine Shift

Susan Sarandon's interview on MSNBC was totally right - - there are Bernie Sanders' supporters who may not vote for Hillary Clinton. Who are these people? . They are Gen Y. They are the voters Madeline Albright, in the presence of HIllary Clinton, told to go to hell. . Here's the deal.

Course 130

End of text based online courses

Nine Shift

Text-based online courses are just bad courses. Every presenter at our recent faculty development conference advocated more multimedia in online courses. The problem is that only about 20-25% of online courses have multimedia now.

Course 158

Beyond the Course

Nigel Paine

What intrigued me, initially, was the title: Beyond the Course. Particularly as Brightwave is at the epi-centre of e-learning course development. My ten thoughts on getting beyond the course: Learning in organisations is all about impact not consumption.