osvaldo rodriguez


This is my first contribution to The Daily. Just a Test. [HTML] [XML] Last Updated: 2012-02-27T19:27:00.020-0

Recent Posts kk

Time to call MOOCs something else?
Osvaldo, osvaldo rodriguez, Apr 03, 2012
A recent comment by Stephen Downes in the "OLDaily, (April 3rd 2012) " to the post by JohnMakmade me understand that the word MOOC is to be considered to mean any Massive Open Online Course (something that seems natural and obvious).But then, what everybody (i.e. in the context ofChange11 and the like) understands as a MOOC (see the excellent Educause paper OPENBLOCK1CLOSEBLOCKby Cormiereand Siemens) should be named something else.Simply naming them "connectivists MOOCs" does notgive credit ... 2012-04-03T21:23:00.001-03:00 [Comment]

Two distinct course formats in the delivery of MOOCs.
Osvaldo, osvaldo rodriguez, Mar 09, 2012
Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt ... 2012-03-09T13:01:00.003-03:00 [Comment]

MOOCs, the CYNEFIN framework and understanding the "basics".
Osvaldo, osvaldo rodriguez, Mar 07, 2012
In a recentpost Dave Cormiere proposed that the CYNEFIN framework asdeveloped by Dave Snowden could help describing rhizomatic learning (MOOCs). BroadlyCYNEFIN offers 5 "categories" for separating kinds of decisions that can bemade: simple issues, complicated issues, complex issues, chaotic issues anddisorder. In this post I would like to contribute some thoughts to the subject and see if I can get some feedback from those in LAK12 and change11, so as to understand better the ideas ... 2012-03-07T20:32:00.000-03:00 [Comment]

Vast Lurker and No-lurker Participation in Open Online Courses: MOCCs and the AI Stanford like courses respectively.
Osvaldo, osvaldo rodriguez, Mar 03, 2012
Open online courses with amassive number of students have represented an interesting development foronline education in the past years.They have basically followedtwo very different formats: MOOCs and courses similar in spirit to theAI-Stanford course.In this post I analyze thebehavior (both in number and pattern), for both types of the massive courses,of what are described in the research literature as lurker participants (see Rita Kop,2011).MOOCs MOOCs represent an emerging ... 2012-03-03T21:15:00.000-03:00 [Comment]

MOOCs and AI-Stanford Course: Examples of Connectivism and Cognitive-behaviourism Respectively.
Osvaldo, osvaldo rodriguez, Feb 23, 2012
In a recent paper Anderson and Dron (2011) describe three generations of distance education (DE) pedagogy: cognitive-behaviorist, social constructivist, and connectivist. They conclude: That all three current and future generations of DE pedagogy have an important place in a well-rounded educational experience.To a large extent, the generations have evolved in tandem with the technologiesall three models are very much in existence today. For each of these models of DE pedagogy they ... 2012-02-23T01:30:00.000-02:00 [Comment]

First contribution to Change11 and LAK12: a test
Osvaldo, osvaldo rodriguez, Feb 23, 2012
First contribution to Change11 and LAK12: a testThis is a Test for "The Daily" in #lak12 and #change11 2012-02-22T11:49:00.001-02:00 [Comment]

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