Open Courses and Informal Learning in a Web 2.0 World: A Research Agenda
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Transcript of Open Courses and Informal Learning in a Web 2.0 World: A Research Agenda
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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
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An abundance of resources
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doaj
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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?
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Site-specific information-centric communities
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Long-term distributed topic-based communities
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intro open ed I
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Text
“Wiley wikis”
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connnectivism cour
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Massive Open Online Courses
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Interesting issues related to this course
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Time spent on meta-issues, and role ofinstructors in an open course
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Dimensions of course “openness”
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Dimensions of course “openness”
transparency (people can see what we write)
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Dimensions of course “openness”
transparency (people can see what we write)no grades/coercion
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Dimensions of course “openness”
transparency (people can see what we write)no grades/coercionno certification/assessment
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Dimensions of course “openness”
transparency (people can see what we write)no grades/coercionno certification/assessment
less credibility/authority of instructors
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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
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Analyzing the course
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Analyzing the course
RSS feeds
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Analyzing the course
RSS feedsIncluding blog comments
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Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
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Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
Post-hoc data analysis for research
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Analyzing the course
RSS feedsIncluding blog commentsEtherpad import script
Post-hoc data analysis for researchIn-course visualization to course organizer or students
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3543
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Teplovs (2010)
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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
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Two models of a course
stimulus-response vs.divergence-convergence cycle
improvable ideas
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Stimulus,response,stimulus,response,
...,end of the course
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Cycle of divergence andconvergence +final product -
representation that can be shared with others
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Ideas are not fixed in one spot - affords emergent understanding of categories,
connections
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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
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Alternative 1: A more web-savvy KF
APIs
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Alternative 2: A KB open web overlay
initial post
Rise above
build-upons
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Macro-collaboration andmicro-collaboration
Monologue to each other, or dialgoue with each other
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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)
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