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!

shaklev@gmail.comhttp://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