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

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Keynote at the International Conference on Education Technology and Computer, Northwest Normal University, Changchun, China, July 2011.

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<ul><li> 1. Open Courses and Informal Learning in a Web 2.0 world: A research agenda Stian Hklev, OISE/University of TorontoInternational Conference of Educational Technology and Computer, Changchun, July 15, 2011 July 11, 2011 - Creative Commons BY </li> <li> 2. An abundance of resources </li> <li> 3. 3 </li> <li> 4. 4 </li> <li> 5. doaj 5 </li> <li> 6. 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? </li> <li> 7. Site-specic information-centric communities </li> <li> 8. Long-term distributed topic-based communities </li> <li> 9. intro open ed I Wiley wikis Text 12 </li> <li> 10. connnectivism cour Massive Open Online Courses 13 </li> <li> 11. Interesting issues related to this course </li> <li> 12. Time spent on meta-issues, and role of instructors in an open course </li> <li> 13. Dimensions of course openness </li> <li> 14. Dimensions of course opennesstransparency (people can see what we write) </li> <li> 15. Dimensions of course opennesstransparency (people can see what we write)no grades/coercion </li> <li> 16. Dimensions of course opennesstransparency (people can see what we write)no grades/coercionno certification/assessment </li> <li> 17. Dimensions of course opennesstransparency (people can see what we write)no grades/coercionno certification/assessmentless credibility/authority of instructors </li> <li> 18. Dimensions of course opennesstransparency (people can see what we write)no grades/coercionno certification/assessmentless credibility/authority of instructorsinstructors have less training/knowledge of subject area </li> <li> 19. Analyzing the course </li> <li> 20. Analyzing the course RSS feeds </li> <li> 21. Analyzing the course RSS feedsIncluding blog comments </li> <li> 22. Analyzing the course RSS feedsIncluding blog comments Etherpad import script </li> <li> 23. Analyzing the course RSS feeds Including blog comments Etherpad import scriptPost-hoc data analysis for research </li> <li> 24. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for researchIn-course visualization to course organizer or students </li> <li> 25. 3543 </li> <li> 26. 36Teplovs (2010) </li> <li> 27. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for researchIn-course visualization to course organizer or students Automatic interventions based on data analysis </li> <li> 28. Two models of a course stimulus-response vs.divergence-convergence cycle improvable ideas </li> <li> 29. Stimulus, response, stimulus, response, ...,end of the course </li> <li> 30. Cycle of divergence and convergence + nal product -representation that can be shared with others </li> <li> 31. Ideas are not xed inone spot - affords emergentunderstanding of categories, connections </li> <li> 32. Ideas are not xed inone spot - affords emergentunderstanding of categories, connections Always have a shared up- to-date representation ofthe state of the knowledge of the group - enables knowledge talks </li> <li> 33. Alternative 1: A more web-savvy KF APIs </li> <li> 34. Alternative 2: A KB open web overlay Rise above build-upons initial post </li> <li> 35. Macro-collaboration and micro-collaborationMonologue to each other, or dialgoue with each other </li> <li> 36. Other research questionsHybrid (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) </li> <li> 37. Thank you! shaklev@gmail.com http://reganmian.net/blog : houshuangxx CC BYThesis about Chinese Open Courses can bedownloaded in a variety of formats from http://reganmian.net/top-level-courses </li> </ul>