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Third Learning Spaces in Open Online Courses: Findings from an Interpretive Case Study

6 min. long Pecha Kucha. Short paper presentation at #NLC2016, I'll provide a link to the full study (my dissertation!) soon. If you attended the presentation you will notice that I added some more content to explain "open literacies."

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Third Learning Spaces in Open Online Courses: Findings from an Interpretive Case Study

  1. 1. 1 of 20 Third Learning Spaces in Open Online Courses: Findings from an Interpretive Case Study Suzan Koseoglu AP/Nestle Purina PetCare
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  5. 5. 5 of 20 Jessica Gordon, Jason Coats, Bonnie Boaz, Gardner Campbell, Jon Becker, Christina Engelbart, Tom Woodward, Ryan Cales
  6. 6. 6 of 20 flow.png
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  8. 8. 8 of 20 http://ivofajardo.deviantart.com/art/Best- Buddy-361975702
  9. 9. 9 of 20 http://www.haddonfieldsun.com/2014/08/14/indian-king-tavern-museum-wraps-archeology-dig/
  10. 10. 10 of 20 Open participants had diverse entry and exit points. Open participants interpreted assignment deadlines as suggestions. Open participants blogged about their experiences (as opposed to posting assignments).
  11. 11. 11 of 20 -critical friend -embedded librarian -teaching assistant -subject matter expert -facilitator -networked provocateur -influencer -critical friend -learning resource Diverse roles:
  12. 12. 12 of 20 Third Learning Spaces: Spaces where informal skills, networks, and identities are welcomed into formal learning and create opportunities for authentic interaction and knowledge building (Cronin, 2014; Gutierrez, Rymes, & Larson, 1995).
  13. 13. 13 of 20 https://rgdigitalphotographytips.wordpress.com/tag/correct-exposure/
  14. 14. 14 of 20 “The third space is more than a bridge that connects formal with the informal...it is an acknowledgement of individual identities, experiences, backgrounds.” (Catherine Cronin, personal communication, May 19, 2015)
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  16. 16. 16 of 20 ...following routes of personal and individual interest, … from quiet contemplative spaces (i.e., blogs) to engaged interactive community spaces (e.g., the course hub), through doorways that allow [them] to make connections between [their] past and present, between outside and inside and take [them] consciously or unconsciously over learning thresholds. (Mackness, 2014) Open participants were...
  17. 17. 17 of 20 Learners' informal identities, skills, and networks were welcomed into formal learning and capitalized on as important learning resources. There was space for emergent learning. Prior experience with networked communities.
  18. 18. 18 of 20 The third learning spaces learners created point out to an authentic engagement with the course, which merges the formal with the informal in original ways.
  19. 19. 19 of 20 This type of authenticity, although sometimes short-lived, challenges traditional and top-down notions of success and failure.
  20. 20. 20 of 20 It also challenges the meaning of a course.
  21. 21. 21 of 20 This research pointed out to the need to focus on open processes in open learning. I also argue that there is a need to focus on open literacies (a subset of digital literacy) in open courses.
  22. 22. 22 of 20 Open literacies: Skills and attitudes needed for successfully navigating and participating in open online spaces.
  23. 23. 23 of 20 Open literacy may include knowledge of copyright, an awareness of one’s imagined and authentic audiences, being able to make informed decisions as to when and how to become public or anonymous and the ethics of using and repurposing the traces of publicly available data, including the traces of open scholarship.
  24. 24. 24 of 20 The narration of practice and work and thinking started before and continues after #thoughtvectors. (Cindy Jennings, 2015)
  25. 25. 25 of 20 Thank you! @suzankoseoglu kose0031@umn.edu http://stuffpoint.com/cats/image/410707/maneki-neko-smiling-cat-andquotbeckoning-catandquot-wallpaper/

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