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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 Open Online Courses Presentation Transcript

    •  Online Open Courses: A model for connected learning
      George Siemens
      September 6, 2011
      Pretoria, South Africa
    • What is open online learning?
    • 1. Open
      No fee
      No barriers to entry
      No restrictions on participation
      No requirement of core readings from books or closed journals
    • 2. Online
      All content fully accessible online
      All conversations (synch/asynch) fully accessible online
    • How to deliver an open online course.2-step model
      Do what you do in a regular online course.
      Open it up.
    • For-credit learners
      CCK08/09/11
    • Activities of the educator
      1. Amplifying2. Curating3. Wayfinding and socially-driven sensemaking4. Aggregating5. Filtering6. Modeling7. Persistent presence
      http://www.connectivism.ca/?p=220
    • 2007/08/09/10/11
    • 2008, 2009, 2011
    • http://www.cdlprojects.com/
    • Starts September 12, 2011
    • Course interaction is distributed
    • Course content is distributed
    • To make sense, participants weave a coherent structure
    • Getting Credit for open online courses
    • Grading and evaluation
      I’m quite fine with grading in open online courses.
      Evaluation is still an important currency in education.
    • Evolution of open courses
      First offerings:
      Moodle
      Elluminate
      Blogs
      Wikis
      SecondLife
      GoogleGroups
      Ustream
      Pageflakes
      Delicious
      Podcasts
    • 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 :))
    • Interaction Cycle
    • Blog-based aggregation
      http://www.edufeedr.org/
    • Learners own and use their personal spaces and existing identities
    • Curriculum is a starting point
    • Re-centering with new artifacts
    • Benefit for learners
      Build networks
      Global interaction
      Knowledge growth
      Creation and co-creation
      Develop identity
      Develop digital literacy
      Develop sensemaking and wayfinding skills
    • 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
    • change.mooc.ca(Starts September 12, 2011)
      Twitter: gsiemens
      www.elearnspace.org/blog
      Learning Analytics & Knowledge 2012:
      Vancouver
      http://lak12.sites.olt.ubc.ca/