Open Courses and Informal Learning in a Web 2.0 World: A Research Agenda

Keynote at ICETC in Changchun, 2011. Licensed as CC BY.

Transcript

1. Open Courses and Informal Learning in a Web 2.0 world: A research agenda Stian Håklev, OISE/University of Toronto International Conference of Educational Technology and Computer, Changchun, July 15, 2011 July 11, 2011 - Creative Commons BY
2. An abundance of resources
5. doaj 5
8. Still many questions about production, formats, metadata, etc. But more importantly, how do self-learners use this to learn? And how can we support their learning?
9. Site-specific information-centric communities
10. Long-term distributed topic-based communities
12. intro  open  ed  I 12 Text “Wiley  wikis”
13. connnectivism  cour 13 Massive  Open  Online  Courses
16. Interesting issues related to this course
19. Time spent on meta-issues, and role of instructors in an open course
20. Dimensions of course “openness”
21. Dimensions of course “openness” transparency (people can see what we write)
22. Dimensions of course “openness” transparency (people can see what we write) no grades/coercion
23. Dimensions of course “openness” transparency (people can see what we write) no grades/coercion no certification/assessment
24. Dimensions of course “openness” transparency (people can see what we write) no grades/coercion no certification/assessment less credibility/authority of instructors
25. Dimensions of course “openness” transparency (people can see what we write) no grades/coercion no certification/assessment less credibility/authority of instructors instructors have less training/knowledge of subject area
39. Analyzing the course
40. Analyzing the course RSS feeds
41. Analyzing the course RSS feeds Including blog comments
42. Analyzing the course RSS feeds Including blog comments Etherpad import script
43. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for research
44. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for research In-course visualization to course organizer or students
45. 35 43
46. 36 Teplovs (2010)
47. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for research In-course visualization to course organizer or students Automatic interventions based on data analysis
48. Two models of a course stimulus-response vs. divergence-convergence cycle improvable ideas
50. Stimulus, response, stimulus, response, ..., end of the course
59. Cycle of divergence and convergence + final product - representation that can be shared with others
60. Ideas are not fixed in one spot - affords emergent understanding of categories, connections
61. Ideas are not fixed in one spot - affords emergent understanding of categories, connections Always have a shared up- to-date representation of the “state of the knowledge of the group” - enables knowledge talks
62. Alternative 1: A more web-savvy KF APIs
63. Alternative 2: A KB open web overlay initial post Rise above build-upons
65. Macro-collaboration and micro-collaboration Monologue to each other, or dialgoue with each other
66. Other research questions Hybrid (open + for-credit) courses Who are self-learners? What are their needs? Recognition of learning/accreditation Motivation systems Communication between different levels of learning (individual, small group, group, network)
67. Thank you! shaklev@gmail.com http://reganmian.net/blog ৽࿘ඍത: houshuangxx CC BY Thesis about Chinese Open Courses can be downloaded in a variety of formats from http:// reganmian.net/top-level-courses