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Presentation delivered to UNISA, Sept 6, 2011.

Presentation delivered to UNISA, Sept 6, 2011.

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Open Online Courses Presentation Transcript

  • 1.  Online Open Courses: A model for connected learning
    George Siemens
    September 6, 2011
    Pretoria, South Africa
  • 2. What is open online learning?
  • 3. 1. Open
    No fee
    No barriers to entry
    No restrictions on participation
    No requirement of core readings from books or closed journals
  • 4. 2. Online
    All content fully accessible online
    All conversations (synch/asynch) fully accessible online
  • 5. How to deliver an open online course.2-step model
    Do what you do in a regular online course.
    Open it up.
  • 6. For-credit learners
    CCK08/09/11
  • 7. Activities of the educator
    1. Amplifying2. Curating3. Wayfinding and socially-driven sensemaking4. Aggregating5. Filtering6. Modeling7. Persistent presence
    http://www.connectivism.ca/?p=220
  • 8.
  • 9. 2007/08/09/10/11
  • 10. 2008, 2009, 2011
  • 11.
  • 12.
  • 13. http://www.cdlprojects.com/
  • 14. Starts September 12, 2011
  • 15. Course interaction is distributed
  • 16. Course content is distributed
  • 17. To make sense, participants weave a coherent structure
  • 18. Getting Credit for open online courses
  • 19. Grading and evaluation
    I’m quite fine with grading in open online courses.
    Evaluation is still an important currency in education.
  • 20. Evolution of open courses
    First offerings:
    Moodle
    Elluminate
    Blogs
    Wikis
    SecondLife
    GoogleGroups
    Ustream
    Pageflakes
    Delicious
    Podcasts
  • 21. Recent offerings:
    Same as earlier offerings:
    No learning management system
    gRSShopper as hub (more on that later)
    Twitter
    Facebook
    Personal aggregation tools
    Networking comments (again, grsshopper)
    This stuff is additive (except for the LMS :))
  • 22. Interaction Cycle
  • 23.
  • 24.
  • 25.
  • 26. Blog-based aggregation
    http://www.edufeedr.org/
  • 27. Learners own and use their personal spaces and existing identities
  • 28. Curriculum is a starting point
  • 29. Re-centering with new artifacts
  • 30. Benefit for learners
    Build networks
    Global interaction
    Knowledge growth
    Creation and co-creation
    Develop identity
    Develop digital literacy
    Develop sensemaking and wayfinding skills
  • 31. How to assist learners
    Sub-networks and clustering
    Mentors (Couros)
    Video and tutorial support
    Give learners permission to explore
    Don’t.have.to.read.it.all
    Share as you start to make sense of format
    Share as you start to make sense of content
    Build and expand knowledge domain
    Novel, random connections
    Trust peer-support processes
  • 32. change.mooc.ca(Starts September 12, 2011)
    Twitter: gsiemens
    www.elearnspace.org/blog
    Learning Analytics & Knowledge 2012:
    Vancouver
    http://lak12.sites.olt.ubc.ca/