Zobrazeno 1 - 10
of 25
pro vyhledávání: '"Jenny Mackness"'
Publikováno v:
Research in Learning Technology, Vol 24, Iss 0, Pp 1-19 (2016)
We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14). We compared learner experiences in two social networking sites (SNSs), Facebook and Twitte
Externí odkaz:
https://doaj.org/article/c275a9e0034f4581b6748f1da02fcafb
Autor:
Jenny Mackness, Frances Bell
Publikováno v:
Open Praxis, Vol 7, Iss 1, Pp 25-38 (2015)
The authors present findings from the first stage of research into a “home-grown” connectivist MOOC, Rhizomatic Learning: The Community is the Curriculum (Rhizo14). We compare the surface view of the MOOC that has been presented in a range of ope
Externí odkaz:
https://doaj.org/article/e5ce4acb0fb94cc5a965b25ca6b23ea2
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 14, Iss 4 (2013)
Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Lear
Externí odkaz:
https://doaj.org/article/22a1dcf4efdf412f89b90a78ebebcc60
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 13, Iss 4 (2012)
It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief t
Externí odkaz:
https://doaj.org/article/a48f48d5b5cb4be0ab7d23db104a14b8
Autor:
Carmen Tschofen, Jenny Mackness
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 13, Iss 1 (2012)
Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the
Externí odkaz:
https://doaj.org/article/3efbbad5519a41d08d241af997191d6d
Publikováno v:
International Review of Research in Open and Distributed Learning, Vol 12, Iss 3 (2011)
This paper describes emergent learning and situates it within learning networks and systems and the broader learning ecology of Web 2.0. It describes the nature of emergence and emergent learning and the conditions that enable emergent, self-organise
Externí odkaz:
https://doaj.org/article/2730d180791844ba8dea6717825732fe
Autor:
Jenny Mackness, Mariana Funes
Publikováno v:
Learning, Media and Technology. 43:119-138
Open education aspires to democratize education, promote inclusion and effect change through social justice. These aspirations are difficult to realize in open, online environments, which enable mu...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::52d0acf6d41a902f651c48c6a54c688b
https://doi.org/10.1080/17439884.2018.1444638
https://doi.org/10.1080/17439884.2018.1444638
Publikováno v:
Williams, R, Gumtau, S & Mackness, J 2015, ' Synesthesia: from cross-modal to modality-free learning and knowledge ', Leonardo, vol. 48, no. 1, 0, pp. 48-54 . https://doi.org/10.1162/LEON_a_00937
In an integrated view of perception and action, learning involves all the senses, the interaction between them, and cross-modality rather than just multi-modality. In short: synesthetic enactive perception, which then forms the basis for more abstrac
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e9d0c1732ffccd95e025d9bab86fc1b9
https://doi.org/10.1162/leon_a_00937
https://doi.org/10.1162/leon_a_00937
Autor:
Frances Bell, Jenny Mackness
Publikováno v:
Open Praxis, Vol 7, Iss 1, Pp 25-38 (2015)
Open Praxis; Vol 7, No 1 (2015); 25-38
Open Praxis; Vol 7, No 1 (2015); 25-38
The authors present findings from the first stage of research into a “home-grown” connectivist MOOC, Rhizomatic Learning: The Community is the Curriculum (Rhizo14). We compare the surface view of the MOOC that has been presented in a range of ope
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cebccd11ae12fe64fd75a7c81559c81d
https://openpraxis.org/articles/315
https://openpraxis.org/articles/315
Autor:
Jenny Mackness
Publikováno v:
Jenny Mackness
This research began in 2008 (the year of the first MOOC) with the aim of increasing understanding of the diversity and complexity of participants’ learning experiences in connectivist, massive, open, online learning environments (cMOOCs). Through t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8657833f30ca909fadd3df40270c1030
