Stephen Downes

link: https://profiles.google.com/109526159908242471749

Posts referring to articles by Stephen Downes

Blog content distribution as social literacy: repurposing/distribution across learning communities (#Change11)
Stephen Downes, 90 - michael sean gallagher, June 20, 2012. This is a test comment


Stephen Downes: Resources
Stephen Downes, Stephen's Web, February 27, 2012.

The Purpose of Learning
The Role of the Educator
Deinstitutionalizing Education
Agents Provocateurs
What Is Democracy In Education
A World To Change
Connectivism and Transculturality
An Operating System for the Mind
The Cloud and Collaboration
Critical Thinking in the Classroom
The Future of Online Learning: Ten Years On week25

Knowledge, Learning and Community
Stephen Downes, , February 27, 2012. These three are intended to be represented as a cycle. Knowledge informs learning; what we learn informs community; and the community in turn creates knowledge. And the reverse: knowledge builds community, while community defines what is learned, and what is learned becomes knowledge. week25

January 23 Recordings and Chat Transcript
Stephen Downes, , January 24, 2012. January 23, Richard DeMillo, Ashwin Ram, Preetha Ram, and Hua Ali
- Elluminate Recording
- Audio Recording
- Chat Transcript
week18

January 11 Chat Transcript
Stephen Downes, , January 16, 2012. Chat transcript from the Wednesday January 11 session with Valerie Irvine and Jillianne Code.

January 13 Chat Transcript
Stephen Downes, , January 16, 2012. Chat transcript from the Friday January 13 session with Valerie Irvine and Jillianne Code.

Re: Article: Designing Sims
Stephen Downes, , November 28, 2011. I've fixed the links to the book here and on the week 12 page. Sorry about that - the 'http' got dropped off it somewher.

Engagement and Motivation in MOOCs
Stephen Downes, Stephen's Web, November 23, 2011. In this presentation I look at the issues of engagement and motivation in Massive Open Online Courses (MOOCs). I outline the development of MOOCs and some of the features that make them distinct from traditional courses. Then I look at some of the literature regarding online student engagement, and apply that with respect to MOOCs. I find that many traditional measures - such as counting attendance or page views - do not account for the sort of engagement we'd like to see, and is demonstrated for example in ds106. In addition, provision of the ability to determine one's own educational path or even to satisfy one's other motivations, may be necessary, but are not sufficient, to support motivation in MOOCs. In the end I consider the example of how motivation is created in gaming environments, and wonder whether MOOCs need challenges and the possibility of failure in order to stimulate student engagement.

Public Support for Free Learning: A Policy Framework
Stephen Downes, Stephen's Web, October 25, 2011. Keynote presentation delivered to VLHORA - studiedag 'The Education Highway', Flemish Parliament, Brussels, Belgium. In this talk I make the case for a community-based model of learning, where courses are structured as connectivist networks, describe some of the thinking behind the model, and outline a policy framework for the support of free learning.

Re: How to Participate in the MOOC
Stephen Downes, , September 14, 2011. Hiya Andrew - I've checked, you're subscribed ok, I'm sending, it appears you are not receiving. It may be that the newsletters are being filtered by your service provider.

One way you can test this is to set up an alternative email address (gmail, say) and change your email to that. You should receive the email in the new account. If so, that confirms that your email is being blocked by your host.

Re: How to Participate in the MOOC
Stephen Downes, , September 14, 2011. Definitely - Spanish activities would be welcome

What Else is Happening?
Stephen Downes, change.mooc.ca, September 14, 2011. We encourage all participants in #change11 to create or manage their own course activities elsewhere on the web. If you set up an activity and send us email then we will:

- provide a description and link in the 'Facilitators Posts' section of the course newsletter
- add your activities to the Web-based Activities page.

Some activities have already been started - a Facebook group, a teleconference schedule, more. Visit the page to see these, and more, listed. You can start participating any time.