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Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
Open Online Courses
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Open Online Courses

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Presentation delivered to UNISA, Sept 6, 2011.

Presentation delivered to UNISA, Sept 6, 2011.

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

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