Sunday, August 19, 2012

To BElong or not to BE: Reflections on a #moocmooc week

I really didn’t have to be a part of this. Ph.D? I already have. Higher Ed position? One half time as an Ed-Tech professor in a college of education, another half at another college as a head of a new community informatics program. After tenure, we are not required to participate in any professional development programs. In our profession, at least in my country, August is used for last-minute grading, papers writing, next year courses preparations, and - most of all - family fun. It is the laziest month of the year, associated with learning the least of any other month.

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Wednesday, August 15, 2012

The Train to MOOC Learning: Created as part of Day 3 Task of #moocmooc

#moocmooc Day 4 task: participant pedagogy and cMOOCs

The following is included as section 2 in our research-in-progress paper: “Developing a Massive Open Online Course (MOOC) at a College of Education: Narrative of Disruptive Innovation?” (Schrire & Levy, 2012).

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Friday, October 7, 2011

#change11 week 4 - CCC and #Collective Learning

CCC is my abbreviation of Collaborative Conceptual Change. Following my PhD research in computer science education, I wrote about a collaborative process of learning recursion in computer science high school classes in Israel, in which one can actually trace the conceptual change learners are going through when discussing recursion.

Is this another example of collective learning?

See “Collaborative Conceptual Change The Case of Recursion" for the publication info.

Here is the slideshare of the paper.

Also - does anyone know the source of the recursive picture below?

Sunday, June 26, 2011

Presentation at Meital 2011 

לקחים שהופקו מהשתתפות בקורס מקוון פתוח ורב שותפים – מפר”ש


דלית לוי

סמינר הקיבוצים – המכללה לחינוך לטכנולוגיה ולאמנויות

מטרת מאמר זה לשפוך אור על סוג חדש של למידה המתרחש במהלך השתתפות בקורסים גלובליים המתנהלים בסביבה מקוונת פתוחה ורבת שותפים, להלן סביבת מפר”ש. בקורס כזה משתתפים לומדים מכל העולם, אשר נחשפים במסגרתו  לאוקיינוס של ידע ושל קישורים בין פריטי ידע, ומנווטים בתוכו את דרכם האישית. המאמר מציג בקצרה את גישת הקישורנות – Connectivism  כמסגרת ללמידה כזאת, ומתאר את המבנה של קורס PLENK 2010. לאחר מכן יפורטו ארבעה לקחים שנלמדו ממעורבותה של המחברת כלומדת בקורס.

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Sunday, May 8, 2011

from one to many, 20th vs 21st century education

חינוך במאה ה20: מאחד/ת (מורה) להמון (לומדים)

20th century education: from one (teacher) to many (learners)

חינוך במאה ה21: מהמון (מקורות מידע) לאחד/ת (לומד/ת)

21th century education: from many (information resources) to one (learner)

Saturday, April 9, 2011 Tuesday, December 21, 2010

On Collective Intelligence and MOOCs #PLENK2010

A recent article in the Boston Globe made me think about the kinds of collective intelligence developments that are afforded by MOOCs (Massive Open Online Courses).

Wikipedia presents four principles for collective intelligence to exist: Openness (for sharing intellectual property), Peering, Sharing, and Acting Globally. And also, “According to Don Tapscott and Anthony D. Williams, collective intelligence is mass collaboration” (in their 2008 book “Wikinomics: How Mass Collaboration Changes Everything”, see

Isn’t it what MOOC is about?