课程信息
4.5
70 ratings
18 reviews
For three decades and longer we have heard educators and technologists making a case for the transformative power of technology in learning. However, despite the rhetoric, in many ways and at most institutional sites, education is still relatively untouched by technology. Even when technologies are introduced, the changes sometimes seem insignificant and the results seem disappointing. If the print textbook is replaced by an e-book, do the social relations of knowledge and learning necessarily change at all or for the better? If the pen-and-paper test is mechanized, does this change the nature of our assessment systems? Technology, in other words, need not necessarily bring significant change. Technology might not even represent a step forward in education. But what might be new? How can we use technologies to innovate in education? This course explores seven affordances of e-learning ecologies, which open up genuine possibilities for what we call New Learning – transformative, 21st century learning: 1. Ubiquitous Learning 2. Active Knowledge Making 3. Multimodal Meaning 4. Recursive Feedback 5. Collaborative Intelligence 6. Metacognition 7. Differentiated Learning These affordances, if recognized and harnessed, will prepare learners for success in a world that is increasingly dominated by digital information flows and tools for communication in the workplace, public spaces, and personal life. This course offers a wide variety of examples of learning technologies and technology implementations that, to varying degrees, demonstrate these affordances in action. -------------------------------- Recommended Background -------------------------------- This course is designed for people interested in the future of education and the "learning society," including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative." -------------------------------- Take this Course for Credit at the University of Illinois -------------------------------- This course has the same content and anticipates the same level of contribution by students in the e-Learning Ecologies course offered to graduate certificate, masters, and doctoral level students in the College of Education at the University of Illinois. Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement. On the other hand, if you would like to take this course for credit at the University of Illinois, apply here: http://education.illinois.edu/online-offcampus/programs-degrees/ldl-online If you have already taken this course in Coursera, you can prepare a portfolio of work created there and request that this work is taken into account for your University of Illinois course....
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100% 在线课程

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建议:4 weeks, 12 hours per week.

完成时间大约为18 小时
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字幕:English
Globe

100% 在线课程

立即开始,按照自己的计划学习。
Calendar

可灵活调整截止日期

根据您的日程表重置截止日期。
Clock

建议:4 weeks, 12 hours per week.

完成时间大约为18 小时
Comment Dots

English

字幕:English

教学大纲 - 您将从这门课程中学到什么

1

章节
Clock
完成时间为 5 小时

Module 1: Course Orientation + Ubiquitous Learning

We begin this module with an introduction to the idea of an "e-learning ecology" and the notion of "affordance." We use this idea to map the range of innovative activities that we may be able to use in e-learning environments – not that we necessarily do. Many e-learning environments simply reproduce the worst of old, didactic pedagogies. We then go on to explore the notion of "ubiquitous learning," the first of seven "affordances" in computer-mediated educational applications and environments that we examine in this course....
Reading
9 个视频(共 75 分钟), 8 个阅读材料, 2 个测验
Video9 个视频
From Didactic Pedagogy to New Learning14分钟
What's the Use of Technology in Learning? Introducing Seven e-Affordances4分钟
Can Education Lead Technology? The PLATO Story11分钟
New Technologies, New Social Relationships and Learning13分钟
Society or School: What Determines Educational Outcomes?9分钟
Ubiquitous Learning, Part 1A: Learning in Space and Time9分钟
Ubiquitous Learning, Part 1B: Personal and Interpersonal Computing6分钟
Ubiquitous Learning, Part 1C: Transparency or Surveillance?4分钟
Reading8 个阅读材料
Syllabus10分钟
Task Overview: How to Pass This Course10分钟
About the Discussion Forums10分钟
Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!10分钟
Updating Your Profile10分钟
Social Media10分钟
Learning and New Media (Readings)10分钟
Spatio-Temporal Dimensions of Learning10分钟
Quiz1 个练习
Orientation Quiz12分钟

2

章节
Clock
完成时间为 5 小时

Module 2: Active Knowledge Making + Multimodal Meaning

This module examines two more e-learning affordances: "active knowledge making," or the right and responsibility of learners to take a degree of control over their own knowledge making; and "multimodal meaning-making," or the tools learners now have at hand to support their thinking and to represent the knowledge they have gained – including, for instance, text, image, diagram, animation, simulation, dataset, video, audio, or embedded web media....
Reading
6 个视频(共 44 分钟), 2 个阅读材料, 2 个测验
Video6 个视频
Active Knowledge Making, Part 2B: Hierarchical or Horizontal Knowledge Relations5分钟
Active Knowledge Making, Part 2C: Memory Work in Learning5分钟
Active Knowledge Making, Part 2D: Changing the Balance of Agency9分钟
Multimodal Meaning, Part 3A: What’s New About Digital Technologies?10分钟
Multimodal Meaning, Part 3B: Multiliteracies and Synesthesia5分钟
Reading2 个阅读材料
Epistemic Dimensions of Learning10分钟
Discursive Dimensions of Learning10分钟

3

章节
Clock
完成时间为 6 小时

Module 3: Recursive Feedback + Collaborative Intelligence

Two further e-learning affordances are explored in this module: "recursive feedback," or the rapid and repeatable cycles of feedback or formative assessment now available, including machine feedback and machine-mediated human feedback; and the "collaborative intelligence" fostered by the very social nature of Web 2.0 and contemporary e-learning environments....
Reading
9 个视频(共 68 分钟), 2 个阅读材料, 2 个测验
Video9 个视频
Recursive Feedback, Part 4B: Summative Assessment vs. Formative Assessment10分钟
Recursive Feedback, Part 4C: Crowdsourcing Prospective or Constitutive Assessment10分钟
Recursive Feedback, Part 4D: Socratic Dialogue Finds a Home in the 21st Century8分钟
Recursive Feedback, Part 4E: What Are We Assessing Now?5分钟
Collaborative Intelligence, Part 5A: Social Learning8分钟
Collaborative Intelligence, Part 5B: Collaborative Learning Dynamics5分钟
Collaborative Intelligence, Part 5C: Extrinsic and Extrinsic Motivation6分钟
Collaborative Intelligence, Part 5D: Success and Failure in Performance Based Assessments6分钟
Reading2 个阅读材料
Evaluative Dimensions of Learning10分钟
Social Dimensions of Learning10分钟

4

章节
Clock
完成时间为 11 小时

Module 4: Metacogniton + Differentiated Learning

We come now to the last two of our seven e-learning affordances: "metacognition," or the process of thinking about thinking – a second order, more abstract, theoretical, and generalizable way of thinking; and "differentiated learning," addressing learners' different needs and interests. Together, these seven affordances become a tool with which to evaluate the scope of an e-learning technology and its application....
Reading
4 个视频(共 40 分钟), 2 个阅读材料, 5 个测验
Video4 个视频
Metacognition, Part 6B: Metacognition in e-Learning Ecologies11分钟
Differentiated Learning, Part 7A: Learner Differences in Old Classrooms and New11分钟
Differentiated Learning, Part 7B: Personalized Learning7分钟
Reading2 个阅读材料
Cognitive Dimensions of Learning10分钟
Comparative Dimensions of Learning10分钟

讲师

Dr William Cope

Professor
Department of Education Policy, Organization & Leadership, College of Education

Dr Mary Kalantzis

Professor
College of Education

关于 University of Illinois at Urbana-Champaign

The University of Illinois at Urbana-Champaign is a world leader in research, teaching and public engagement, distinguished by the breadth of its programs, broad academic excellence, and internationally renowned faculty and alumni. Illinois serves the world by creating knowledge, preparing students for lives of impact, and finding solutions to critical societal needs. ...

常见问题

  • Once you enroll for a Certificate, you’ll have access to all videos, quizzes, and programming assignments (if applicable). Peer review assignments can only be submitted and reviewed once your session has begun. If you choose to explore the course without purchasing, you may not be able to access certain assignments.

  • When you purchase a Certificate you get access to all course materials, including graded assignments. Upon completing the course, your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

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