There are too
many paths open. I'm a beginner in mooc and all of this information
everyday is too much to digest. I think that there is something
really important" the prior knowledge concepts".
It's a evidence
that all of us start in a diferent level to use the e-learning and
the digital culture. I think that it is one of the challenges in the
mooc's courses. All of us are going to learn and improve diferents
techniques and some of us will learn faster than others, it is a
fact.
But I will find
really interested and really helpfully if the organizers download
some instructions as a "prior knowledge" that we should
know to can learn not the same faster but a proper following of the
course. If not it take the risk that more than 30% of people give up
for the all the information that they wouldn't manage.
I'm not sure
about how the course is gonna be, but there are awesome things here
that for me are a very high level to do yet. Although I really would
like to do and to use, so for that reason, I'm asking for this kind
of help. Even there are too many colleges in the group posting very
helpful stuff.
David Ausubel
talked about it. " I define advance organizers as introductory
material at a higher level of abstraction, generality, and
inclusiveness than the learning passage itself, and an overview as a
summary presentation of the principal ideas in a passage that is not
necessarily written at a higher level of abstraction, generality, and
inclusiveness, but achieves its effect largely by the simple omission
of specific detail (Ausubel, 1963,1968).
Expository
organizers are used when the new learning material is completely
unfamiliar, as determined by pretests, and attempts merely to provide
inclusive subsumers that are both related to existing ideas in
cognitive structure and to the more detailed material in the learning
passage (Ausubel, 1960, 1963, 1968; Ausubel & Fitzgerald, 1962).
Comparative organizers, on the other hand, are used
when the new
learning material is relatively familiar or relatable to previously
learned ideas. In this case the aim of the organizer is not only to
provide ideational scaffolding for the specifics in the learning
passage, but also to increase discriminability between the new ideas
and the previously learned ideas by pointing out explicitly the
principal similarities and differences between them (Ausubel,
1963,1968; Ausubel & Fitzgerald, 1961; Ausubel & Youssef,
1963; Fitzgerald & Ausubel, 1963)."