Open Courses and Informal Learning in a Web 2.0 world: A research agenda
Stian Håklev, OISE/University of TorontoInternational Conference of Educational Technology and Computer, Changchun, July 15, 2011
July 11, 2011 - Creative Commons BY
An abundance of resources
3
4
doaj
5
Still many questions about production, formats,metadata, etc.
But more importantly, how do self-learners use thisto learn? And how can we support their learning?
Site-specific information-centric communities
Long-term distributed topic-based communities
intro open ed I
12
Text
“Wiley wikis”
connnectivism cour
13
Massive Open Online Courses
Interesting issues related to this course
Time spent on meta-issues, and role ofinstructors in an open course
Dimensions of course “openness”
Dimensions of course “openness”
transparency (people can see what we write)
Dimensions of course “openness”
transparency (people can see what we write)no grades/coercion
Dimensions of course “openness”
transparency (people can see what we write)no grades/coercionno certification/assessment
Dimensions of course “openness”
transparency (people can see what we write)no grades/coercionno certification/assessment
less credibility/authority of instructors
Dimensions of course “openness”
transparency (people can see what we write)no grades/coercionno certification/assessment
less credibility/authority of instructorsinstructors have less training/knowledge of subject area
Analyzing the course
Analyzing the course
RSS feeds
Analyzing the course
RSS feedsIncluding blog comments
Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
Post-hoc data analysis for research
Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
Post-hoc data analysis for researchIn-course visualization to course organizer or students
3543
36
Teplovs (2010)
Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
Post-hoc data analysis for researchIn-course visualization to course organizer or students
Automatic interventions based on data analysis
Two models of a course
stimulus-response vs.divergence-convergence cycle
improvable ideas
Stimulus,response,stimulus,response,
...,end of the course
Cycle of divergence andconvergence +final product -
representation that can be shared with others
Ideas are not fixed in one spot - affords emergent understanding of categories,
connections
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
Alternative 1: A more web-savvy KF
APIs
Alternative 2: A KB open web overlay
initial post
Rise above
build-upons
Macro-collaboration andmicro-collaboration
Monologue to each other, or dialgoue with each other
Other research questions
Hybrid (open + for-credit) coursesWho are self-learners? What are their needs?Recognition of learning/accreditationMotivation systemsCommunication between different levels of learning(individual, small group, group, network)
Thank you!
[email protected]://reganmian.net/blog新浪微博: houshuangxx
CC BY
Thesis about Chinese Open Courses can be downloaded in a variety of formats from http://reganmian.net/top-level-courses
