Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
The human element in learning:
Dialogue, Ethics, Openness and
Control in MOOCs
Rita Kop, Yorkville University,
Fredericton...
http://depositphotos.com/2956013/stock-photo-the-open-lock.html
Paolo Freire: ‘I engage in dialogue because I recognize the social and
not merely the individualistic character of the pro...
‘Mind, consciousness, thinking, subjectivity, meaning, intelligence,
language, rationality, logic, inference and truth – a...
Learner in dialogue
• Social interaction
Model of open
online learning
Reflecting
Understanding
Reviewing
Aggregating
Aggregating
Feeling
Relevance for MOOCs
• Scalability
• Appropriate technologies being used?
• Engagement and motivation
• Effectiveness is no...
Alternatives to dialogue
what are we replacing human interaction with
and what is the value, what are the strengths
and we...
what conditions should be created and
what environments designed to
support learners in managing and
controlling their own...
Information and resource
aggregation
Moving from:
Rita Kop
Rita Kop
Recommender systems
‘Data analytics software works
from simplistic premises: that
problems are technical,
comprised of knowable,
measurable pa...
Challenges with data-driven systems
Fenwick (2015) and Boyd & Crawford (2010):
•They change “everyday practice and respons...
Ethical issues
• Who owns the data used in analytics?
• Who decides what can be done with collected
data?
• Privacy and co...
Rita Kop
http://davidwarlick.com/colearners/?p=73
and
Validation of information through
other human beings
Rita Kop
The human factor
and serendipity
Level of communication
Diversity
Degree of distance
Rita Kop
ritakop.com
rkop@yorkvilleu.ca
https://yorkvilleu.academia.edu/RitaKop
Rita Kop Naples  Capri September 2015 MOOC Federica
Rita Kop Naples  Capri September 2015 MOOC Federica
Upcoming SlideShare
Loading in …5
×

Rita Kop Naples Capri September 2015 MOOC Federica

589 views

Published on

The human element in learning: Dialogue, Ethics, Openness and Control in MOOCs

Published in: Education
  • Be the first to comment

Rita Kop Naples Capri September 2015 MOOC Federica

  1. 1. The human element in learning: Dialogue, Ethics, Openness and Control in MOOCs Rita Kop, Yorkville University, Fredericton, NB, Canada Future of MOOCs conference, Naples and Capri, September 2015
  2. 2. http://depositphotos.com/2956013/stock-photo-the-open-lock.html
  3. 3. Paolo Freire: ‘I engage in dialogue because I recognize the social and not merely the individualistic character of the process of knowing.’ By communication with others our inner thoughts will become clear. This collaboration is ‘nourished through exchanges, mutual contributions, confrontations, and negotiations that provoke within the person certain interrogations and stimulate new learning through carrying out new activities’ (Jézégou, 2010, pg. 14).
  4. 4. ‘Mind, consciousness, thinking, subjectivity, meaning, intelligence, language, rationality, logic, inference and truth – all of these things that philosophers over the centuries have considered to be a part of the natural ‘make-up’ of human beings – only come into existence through and as result of Communication’ (Dewey, 1958, as cited in Biesta).
  5. 5. Learner in dialogue • Social interaction
  6. 6. Model of open online learning Reflecting Understanding Reviewing Aggregating Aggregating Feeling
  7. 7. Relevance for MOOCs • Scalability • Appropriate technologies being used? • Engagement and motivation • Effectiveness is not enough • Learning is not the same as assimilation of information
  8. 8. Alternatives to dialogue what are we replacing human interaction with and what is the value, what are the strengths and weaknesses of the replacement to education and learning? •Automated competency progress visualization •Information recommender systems •Learner support apps. based on activity and collaboration •Should information and resources be validated by humans?
  9. 9. what conditions should be created and what environments designed to support learners in managing and controlling their own learning activities?
  10. 10. Information and resource aggregation Moving from: Rita Kop
  11. 11. Rita Kop Recommender systems
  12. 12. ‘Data analytics software works from simplistic premises: that problems are technical, comprised of knowable, measurable parameters, and can be solved through technical calculation. Complexities of ethics and values, ambiguities and tensions, culture and politics and even the context in which data is collected are not accounted for’ (Fenwick, 2015, p.70).
  13. 13. Challenges with data-driven systems Fenwick (2015) and Boyd & Crawford (2010): •They change “everyday practice and responsibilities in ways that may not be fully recognised” (p.71). •A reliance on comparison and prediction “can be self- reinforcing and reproductive, augmenting path dependency and entrenching existing inequities” •especially if the people producing the algorithms are not aware of the reinforcement of stereotypes when use of Big Data is not a combined effort between social and computer scientists.
  14. 14. Ethical issues • Who owns the data used in analytics? • Who decides what can be done with collected data? • Privacy and consent issues. • Who is responsible when things go wrong?
  15. 15. Rita Kop http://davidwarlick.com/colearners/?p=73 and Validation of information through other human beings
  16. 16. Rita Kop The human factor and serendipity Level of communication Diversity Degree of distance
  17. 17. Rita Kop ritakop.com rkop@yorkvilleu.ca https://yorkvilleu.academia.edu/RitaKop

×