Open Online Courses as New Educative Practice


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Open Online Courses as New Educative Practice

  1. 1. Massive open online courses as new educative practice George Siemens February 29, 2012 Presented to: Universitat de València NANEC
  2. 2. A decade of opennessOpen education resourcesOpen teachingOpen coursesOpen accreditation (very early stages)Open research (coming soon)
  3. 3. Open online courses
  4. 4. Overview Content Teaching Learner supportLearner activity & assessment
  5. 5. Overview Content Teaching Learner supportLearner activity & assessment
  6. 6. This is an unusual course. It does not consist of a body of content you are supposedto remember. Rather, the learning in the course results from the activities youundertake, and will be different for each person.In addition, this course is not conducted in a single place or environment. It isdistributed across the web. We will provide some facilities. But we expect youractivities to take place all over the internet. We will ask you to visit other peoplesweb pages, and even to create some of your own.
  7. 7. The course objectives are rather straightforward:* Develop skills in using technology as a tool fornetworking, sharing, narrating, and creative self-expression* Frame a digital identity wherein you become both a practitioner inand interrogator of various new modes of networking* Critically examine the digital landscape of communicationtechnologies as emergent narrative forms and genres
  8. 8. Codecademy is the easiest way to learn how to code.Its interactive, fun, and you can do it with your friends.
  9. 9. Coursera is committed to making the best education in the world freely available to anyperson who seeks it. We envision people throughout the world, in both developed anddeveloping countries, using our platform to get access to world-leading education thathas so far been available only to a tiny few. We see them using this education to improvetheir lives, the lives of their families, and the communities they live in.
  10. 10. We believe university-level education can be both high quality and lowcost. Using the economics of the Internet, weve connected some of thegreatest teachers to hundreds of thousands of students all over the world.
  11. 11. Overview Content Teaching Learner supportLearner activity & assessment
  12. 12. Profile/s Progress tatusContent Badge s
  13. 13. Coursera, Udacity, Codeacademy:Formal (traditional) course structure and flowDS106/EC&I831/MOOCs:Content as a starting point, learners expected tocreate/extend
  14. 14. Overview Content Teaching Learner supportLearner activity & assessment
  15. 15. Udacity/Coursera/Codeacademy:Traditional relationship betweenteacher/learnerFormal, structured teaching/content provision.Learners expected to duplicate/master whatthey are taught
  16. 16. Ongoing presence
  17. 17. Live Weekly Lectures/Discussion sessions
  18. 18. MOOCs/DS106:Changed relationship between teacher/learnerDistributed, chaotic, emergent.Learners expected to create, grow, expanddomain and share personal sensemakingthrough artifact-creation
  19. 19. Overview Content Teaching Learner supportLearner activity & assessment
  20. 20. Coursera/Udacity/Codeacademy:Centralized discussion forum supportMOOCs/DS106:Distributed, often blog-based, learner-createdforums and spaces
  21. 21. Office hours and in-forum support – staffed by grad students
  22. 22. Self-organization and sub-networksSensegiving through artefact creation and sharing Sensemaking/giving through language games Knowledge domain expansion Wayfinding cues, symbols Social organization through creating sharing
  23. 23. Overview Content Teaching Learner supportLearner activity & assessment
  24. 24. Learners generally complete some level ofactivity for formative and summative evaluation(quizzes, assignments, papers, create artifacts)in open online courses.Evaluation is either automated (Udacity),instructor graded (DS106/CCK), or peer-commented (to some degree, all open courses)
  25. 25. Type of Course Formal Credit?EC&I831 UniversityCCK/08/09/11/12 UniversityLAK11/12 NoCoursera NoUdacity Udacity recognitionDS106 UniversityCodeacademy Badges
  26. 26. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing inhigher education. The Internet and Higher Education, 2(2-3), 87-105.
  27. 27. COGNITIVE:learners are able to construct andconfirm meaning throughsustained reflection and discourse
  28. 28. TEACHING:design, facilitation, and direction of cognitive and socialprocesses for the purpose of realizing personally meaningfuland educationally worthwhile learning outcomes
  29. 29. SOCIAL:“the ability of participants to identify with thecommunity (e.g., course ofstudy), communicate purposefully in a trustingenvironment, and develop inter-personalrelationships by way of projecting theirindividual personalities.
  30. 30. Coursera/Udacity:Emphasizes teaching, partial cognitive, limited socialMOOCs & DS106 model:Holistic, teaching presence, but emphasizing social/cognitive
  31. 31. 7 Primary Tensions in open online coursesAutomation vs. CreationSocial vs. ScriptedStructured vs. Self-OrganizedUniversity-based vs. Informal learningAssessment/recognition vs. Personal growthFunctioning in existing system vs. Transforming existing systemLearner owned vs. Organization owned interaction spaces
  32. 32. Twitter: gsiemens Analytics & Knowledge 2012: Vancouver
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