About this course: 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.
Taught by: Dr William Cope, Professor
Department of Education Policy, Organization & Leadership, College of Education
Taught by: Dr Mary Kalantzis, Dean
College of Education
| Commitment | 4 weeks, 12 hours per week. |
| Language | English |
| How To Pass | Pass all graded assignments to complete the course. |
| User Ratings |
- Video: Welcome to e-Learning Ecologies!
- Leyendo: Syllabus
- Leyendo: Task Overview: How to Pass This Course
- Leyendo: About the Discussion Forums
- Cuestionario de práctica: Orientation Quiz
- Leyendo: Take this Course as a Stepping Stone for a University of Illinois Certificate, Masters, or Doctorate - Fully Online!
- Cuadro de aviso de la discusión: Getting to Know Your Classmates
- Leyendo: Updating Your Profile
- Leyendo: Social Media
- Leyendo: Learning and New Media (Readings)
- Video: From Didactic Pedagogy to New Learning
- Video: What's the Use of Technology in Learning? Introducing Seven e-Affordances
- Video: Can Education Lead Technology? The PLATO Story
- Video: New Technologies, New Social Relationships and Learning
- Video: Society or School: What Determines Educational Outcomes?
- Video: Ubiquitous Learning, Part 1A: Learning in Space and Time
- Video: Ubiquitous Learning, Part 1B: Personal and Interpersonal Computing
- Video: Ubiquitous Learning, Part 1C: Transparency or Surveillance?
- Leyendo: Spatio-Temporal Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Essential Update #1
- Video: Active Knowledge Making, Part 2A: What Does It Mean to Be an Engaged Learner?
- Video: Active Knowledge Making, Part 2B: Hierarchical or Horizontal Knowledge Relations
- Video: Active Knowledge Making, Part 2C: Memory Work in Learning
- Video: Active Knowledge Making, Part 2D: Changing the Balance of Agency
- Leyendo: Epistemic Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Optional Update #2
- Revisión por el compañero: Optional Peer Reviewed Update #2
- Video: Multimodal Meaning, Part 3A: What’s New About Digital Technologies?
- Video: Multimodal Meaning, Part 3B: Multiliteracies and Synesthesia
- Leyendo: Discursive Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Essential Update #3
- Video: Recursive Feedback, Part 4A: Why Feedback Matters
- Video: Recursive Feedback, Part 4B: Summative Assessment vs. Formative Assessment
- Video: Recursive Feedback, Part 4C: Crowdsourcing Prospective or Constitutive Assessment
- Video: Recursive Feedback, Part 4D: Socratic Dialogue Finds a Home in the 21st Century
- Video: Recursive Feedback, Part 4E: What Are We Assessing Now?
- Leyendo: Evaluative Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Optional Update #4
- Revisión por el compañero: Optional Peer Reviewed Update #4
- Video: Collaborative Intelligence, Part 5A: Social Learning
- Video: Collaborative Intelligence, Part 5B: Collaborative Learning Dynamics
- Video: Collaborative Intelligence, Part 5C: Extrinsic and Extrinsic Motivation
- Video: Collaborative Intelligence, Part 5D: Success and Failure in Performance Based Assessments
- Leyendo: Social Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Essential Update #5
- Video: Metacognition, Part 6A: Why Metacognition Matters
- Video: Metacognition, Part 6B: Metacognition in e-Learning Ecologies
- Leyendo: Cognitive Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Optional Update # 6
- Revisión por el compañero: Optional Peer Reviewed Update #6
- Video: Differentiated Learning, Part 7A: Learner Differences in Old Classrooms and New
- Video: Differentiated Learning, Part 7B: Personalized Learning
- Leyendo: Comparative Dimensions of Learning
- Cuadro de aviso de la discusión: Discussion Forum: Essential Update #7
- Revisión por el compañero: Optional Work 1: Educational Theory
- Revisión por el compañero: Optional Work 2A: Learning Practice Case Study
- Revisión por el compañero: Optional Work 2B: Design a Learning Module
Cada curso es como un libro de texto interactivo, con videos pregrabados, cuestionarios y proyectos.
Conéctate con miles de estudiantes y debate ideas y materiales del curso, y obtén ayuda para dominar los conceptos.
Obtén reconocimiento oficial por tu trabajo y comparte tu éxito con amigos, compañeros y empleadores.
| Auditar | Comprar curso | |
|---|---|---|
| Accede a los materiales del curso | Available | Available |
| Accede a los materiales con calificación | Not available | Available |
| Recibe una calificación final | Not available | Available |
| Obtén un Certificado de curso para compartir | Not available | Available |
wonderful inspirational course
A logically arranged course offering a cogent, insightful creative vision of learning in a time of emerging digital affordances. The course is interesting and worthwhile to take, beyond any shadow of a doubt. Highly recommended for anyone interested in teaching and learning in the 21st century, particularly e-learning, which increasingly intrudes on and mixes with "face to face" teaching and learning, as we harness the tools and media now available relatively easily, cheaply and ubiquitously. This MOOC . provides a good framework for thinking about the near future in 2017. If you take the course for a certificate or if you are considering using this course as an entree into the Champaign-Urbana graduate program, be aware that not all students take the peer review process seriously and that you may need to do one or more of the four peer-assessed tasks more than once to earn your certificate if one or more of your peers evaluates your work as inadequate or substandard, whether fairly or unfairly. In my view, for the most part, if you invest in the course and take it seriously, you will benefit significantly and gain new perspectives and skills. Not a perfect course, but it is engaging, informative, visionary and extremely well constructed.
The course provided a good round-up on how learning environments are changing and on which means teachers have at disposal to provide state-of-the-art education in the digital age. Weekly assignments and peer reviews help to reflect and apply the concepts of modern learning environments. Still, it gets sometimes a bit monotonous because the assignment tasks are always the same.
Coursera provides universal access to the world’s best education, partnering with top universities and organizations to offer courses online.
An effective course for all those working as teachers, eLearning content creators, instructional designers and allied stake holders. It gives an innovative approach to think with latest affordances of eLearning.