The chapter covers the following design models:
6.1 What is a design model?
6.2 The classroom design model
6.3 Old wine in new bottles: classroom-type online learning
6.4 Online collaborative learning
6.5 The ADDIE model
6.6. Design models for experiential learning
6.7. Competency-based learning
6.8 Communities of practice
6.9 Massive Open Online Courses
6.10 ‘Agile’ Design: flexible designs for learning
6.11 Making decisions about design models
6.12 References on design models
Most of it has been published as posts on this blog, except the last section (6.11), which I’m sharing with you here. I will publish the complete bibliography for the chapter separately. Read more...
By Audrey Watters. MOOCs and UnMOOCs
Via The Chronicle of Higher Education: “Are MOOC-Takers ‘Students’? Not When It Comes to the Feds Protecting Their Data”
Via Politico: “Massive open online courses, first envisioned as a way to democratize higher education, have made their way into high schools, but Washington is powerless to stop the flood of personal data about teenage students from flowing to private companies, thanks to loopholes in federal privacy laws.”
MITx’s first high school course will launch in January: 8.MechCx: Advanced Introductory Classical Mechanics. More...
By Audrey Watters. I usually end my analysis of all the trends in ed-tech on the topic of “the business of ed-tech.” (See: 2013, 2012, 2011.) Because “the business of ed-tech” really (sadly) sums up so handily most of what has happened in education technology over the course of the past few years. More...
By Audrey Watters. It’s time once again for my annual review of the dominant trends in education technology. This is the fifth year that I’ve done this. It’s a massive undertaking, aided in part by the weekly roundups of all the education-related news that I write every week. It’s a project that I both dread – I mean, this is how I will spend December – and adore. I learn so much about the politics, industry, implementation, ideology, business, and bullshit by scrutinizing the year's occurences so closely. More...
By Audrey Watters. I was supposed to spend 2014 finishing my first book Teaching Machines. But that didn’t happen. It didn’t happen for a lot of reasons, many of which have to do with the economic realities of being a woman outside of academia, outside of mainstream journalism writing about ed-tech. Strangely, I don’t get offered big book deals.
Instead I spent much of 2014 on the road, traveling and speaking extensively about ed-tech’s histories, ideologies, and mythologies. People will pay you to keynote, I’ve learned, (or at least, they'll pay your travel expenses) even if you insist that you're a writer, not a speaker. More...