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.

Open Courses: The Next Big Thing in E-Learning?

924 views

Published on

Presentation at the ECEL 2011 conference in Brighton UK; November 10-11, 2011.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Open Courses: The Next Big Thing in E-Learning?

  1. 1. Open Courses: the Next Big Thing in E- learning? Kaido Kikkas Mart Laanpere Hans Põldoja Estonian IT College Tallinn University Tallinn University & Tallinn University ECEL 2011 Brighton UK Nov 10-11, 2011 These slides are available under the Creative Commons Attribution-ShareAlike (BY-SA) 3.0 Estonia license at http://www.slideshare.net/UncleOwl
  2. 2. A view on the evolution of e-learning <ul><li>Before the 80's: pre-IT distance learning
  3. 3. 80's, early 90's: computer-based learning (PC as a glorified, interactive video player), CD-ROMs, educational software, multimedia
  4. 4. Late 90's – e-learning 1.0: e-mail, Web 1.0, scripts and applets
  5. 5. Early 00's: e-learning 2.0: LMS (WebCT etc), later 2.5: open-source LMS's (Moodle etc)
  6. 6. Today: e-learning 3.0: Web 2.0, distributed and personal learning environments, blogs, wikis </li></ul>
  7. 7. Another view by Teemu Leinonen Source: http://flosse.blogging.fi/2005/06/23/critical-history-of-ict-in-education-and-where-we-are-heading/
  8. 8. From FLOSS to OER <ul><li>Free / Libre / Open-Source Software
  9. 9. Free Content / Free Culture (e.g. Creative Commons)
  10. 10. 2001 – MIT OpenCourseWare
  11. 11. 2002 – Open Educational Resources
  12. 12. Various OER repositories: Connexions, LeMill etc
  13. 13. Late 00's – MOOC: open in both environment and process (S. Downes, G. Siemens et al) </li></ul>
  14. 14. OOC in Estonia <ul><li>Since 2008, using Wikiversity. Some examples (see the paper for the full list of courses): </li><ul><li>Social Software and Network Communities (SSNC), 4 ECTS M.Sc. course with 226 participants (total for all years). Currently running with ~120 participants
  15. 15. Ethics and Law in New Media (ELNM), 5 ECTS international M.Sc. course with 44 participants
  16. 16. Ethical, Social and Professional Aspects of Information Technology (ESPAIT), a 4 ECTS introductory-level B.Sc. course with 161 participants. Currently running with ~60
  17. 17. Standards and Specifications for e-Learning Tools (SSET), 4 ECTS M.A. course with 20 participants
  18. 18. Learning Environments and Learning Networks (LELN), 3 ECTS M.A. course with 28 participants </li></ul></ul>
  19. 19. Two approaches <ul><li>Wiki-centred : the focus is at Wikiversity; blogs are used as workbooks (less for feedback and interaction); web-based forum is used for discussions; weekly text chat for community building and consulting; may have a traditional end exam or not
  20. 20. Blog-centred : Wikiversity is used as a starting point, the focus is on the central blog; a wider range of Web 2.0 tools are used
  21. 21. In testing stage: EduFeedr as a facilitating tool </li></ul>
  22. 22. Methodology <ul><li>Action research using the framework analysis method (Ritchie and Spencer, 1994) was used to study the feedback gathered from the participants of open courses: </li></ul><ul><ul><li>familiarisation with collected data
  23. 23. identifying a thematic framework
  24. 24. indexing the repeating topics by open coding
  25. 25. charting
  26. 26. mapping and interpretation </li></ul></ul>
  27. 27. The five main themes found <ul><li>Enlightening experience: open courses as a new way to learn together
  28. 28. The culture of sharing: daring to write in public
  29. 29. Real-time chat as a community tool: what it gives and what it takes
  30. 30. Community gravity: nurturing the social ties within the group
  31. 31. Facilitation: changing the role of the teacher </li></ul>
  32. 32. Some more findings <ul><li>An effective quality assurance system
  33. 33. Extra students: a possibility, not a liability
  34. 34. Especially suitable for rapidly changing fields
  35. 35. Community management and also conflict-solving skills are very valuable
  36. 36. Chat size and tone must be under control
  37. 37. Homework tasks with varying response cycle
  38. 38. Occasional guests / outside trips are good </li></ul>
  39. 39. Conclusions <ul><li>Our experience and findings suggest that OOC is a suitable model for a wide range of courses and is likely to become the next step in the evolution of e-learning
  40. 40. There are several options within the general model, but care must be taken to construct a working setup
  41. 41. The teacher's role has shifted but remains equally important </li></ul>

×