Wednesday, February 13, 2013

Teaching/sMOOChing 2&3: Flipped classrooms, MOOCs, Good New Answers for Good Old Questions Feb15 2pmET Free

sMOOChing as Teaching;  Teaching as sMOOChing 
Part Deux and Part Trois Feb 15, 2013
Flipped classrooms, MOOCs,  
Good New Answers for Good Old Questions   
Steven W. Gilbert, President, TLT Group

2PM ET Part Deux, Free Online
4:15-5:30PM ET Part Trois, Grandover West, Koury Convention Center, Greensboro, NC, Lilly Conference

sMOOChing:  Facilitating the most effective integration of MOOCs and similar new resources into undergraduate programs of colleges and universities that are NOT producing or hosting the MOOCs.  And thereby increase the variety, quality, and quantity of undergraduate instruction available to  students and alumni.

FQ3:  3rd Fundamental Question:
How can we help people learn from an available information resource?
          [NEW info resource:  like a MOOC?]   
          [OLD info resource:  like a book?]
  • More, better, faster, easier, ...?
  • Without the participation of the author/publisher/lecturer?
  • Without the awareness of the author/publisher/lecturer?
  • Without the permission of the author/publisher/lecturer
Deep Background

  • New technologies almost always enable the production of new information resources much sooner than humanity can figure out how to use them for educational purposes.  
  • Entrepreneurs and innovators outside of education almost always figure out how to begin using the new resources before educators do. 
  • Independent self-motivated learners almost always figure out how to begin using the new resources before teachers and other professional educators do.  
  • There aren't many independent self-motivated learners.
  • Some of the better ways of using the new resources may not emerge for a long time - may wait until some people begin thinking in new ways, perceiving new kinds of possibilities for using them.
Support Roles Developed by TLT Group
In the TLT Group's online activities during the past several years, especially in FridayLive!, we have developed some practices and roles that both improve the quality of the sessions and the sense of community for those who participate often. 
  • Voice of the Chat (VoC)
  • Extermission
  • DIIGO project
  • Designated Learner
  • Designated Kibitzer
  • sMOOChers cohort's foci:  content, method, roles
Please help us adapt these valuable roles and practices to enhance the educational benefits of rapidly emerging new resources like MOOCs, especially for learners who are NOT affiliated with the institutions that are producing and hosting the MOOCs et al.  

Local Facilitators
Those who take on some of the roles listed above and other roles to be developed for helping undergraduates learn more effectively from MOOCs and similar resources integrated with undergraduate courses.  
Potential "local facilitators" of undergraduate learning via MOOCs and similar resources include: faculty (full-time, part-time, current, retired) and other academic professionals, current undergraduates and graduate students, alumni.

IMAGE selected by Steve Gilbert 20121012
Photo of "A male Blue-and-Gold Macaw (left) and a female Blue-throated Macaw (right)."  "
Date 31 January 2010, ...Source originally posted to Flickr as Macaw Smooch;  
Author Jen Smith
By Jen Smith (originally posted to Flickr as Macaw Smooch) [CC-BY-SA-2.0 (], via Wikimedia Commons
"This image, which was originally posted to, was uploaded to Commons using Flickr upload bot on 12:49, 1 February 2010 (UTC) by Snowmanradio (talk). On that date it was licensed under the license below. ...  This file is licensed under the Creative Commons Attribution-Share Alike 2.0 Generic license."

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