Open Courses and Informal Learning in a Web 2.0 World: A Research Agenda

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Keynote at the International Conference on Education Technology and Computer, Northwest Normal University, Changchun, China, July 2011.

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  • Hey Jodi,
    I always design my slides to compliment my talk, not replace it, and in this case I made the audio available as well - I totally understand the idea that reading is much faster than listening. The neat thing about Slideshare is that the audio is indexed to the slides, so you could click on the slide that interests you and hear only that audio - if it works.

    Yes, the two links you found are the only places I've written about this. I definitively need to think more about this, and look at different theories and literature to connect it to.

    Thanks for the paper suggestion!
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  • I like the distinction between ’site-specific information-centric communities’ and ’long-term distributed topic-based communities’.

    You raise the issue of communities of practice -- this is interesting, to think about how a course cycles outwards, and how open courses have the opportunity to include more of a person’s existing ’cohort’.

    Without the audio, ’stimulus-response’ vs. ’divergence-convergence’ require more explanation -- have you written about those somewhere? (I read *way* faster and with better comprehension than I listen.) --Ok, I see that
    http://reganmian.net/wiki/grappling_with_ideas
    http://reganmian.net/wiki/grappling_with_ideas-the_paper
    are the places to look


    (Also what is KF?) -- Ok, I see KF=Knowledge Foundation


    The monologue vs. dialogue reminds me of a paper (Daniel O’Keefe ’Two Concepts of Argument,’ Journal of the American Forensic Association, 1977, 13, 121-128) -- essentially about the difference between presenting an argument and having a dialogical argument.
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Open Courses and Informal Learning in a Web 2.0 World: A Research Agenda

  1. 1. Open Courses and Informal Learning in a Web 2.0 world: A research agenda Stian Håklev, OISE/University of TorontoInternational Conference of Educational Technology and Computer, Changchun, July 15, 2011 July 11, 2011 - Creative Commons BY
  2. 2. An abundance of resources
  3. 3. 3
  4. 4. 4
  5. 5. doaj 5
  6. 6. Still many questions about production, formats, metadata, etc.But more importantly, how do self-learners use this to learn? And how can we support their learning?
  7. 7. Site-specific information-centric communities
  8. 8. Long-term distributed topic-based communities
  9. 9. intro  open  ed  I “Wiley  wikis” Text 12
  10. 10. connnectivism  cour Massive  Open  Online  Courses 13
  11. 11. Interesting issues related to this course
  12. 12. Time spent on meta-issues, and role of instructors in an open course
  13. 13. Dimensions of course “openness”
  14. 14. Dimensions of course “openness”transparency (people can see what we write)
  15. 15. Dimensions of course “openness”transparency (people can see what we write)no grades/coercion
  16. 16. Dimensions of course “openness”transparency (people can see what we write)no grades/coercionno certification/assessment
  17. 17. Dimensions of course “openness”transparency (people can see what we write)no grades/coercionno certification/assessmentless credibility/authority of instructors
  18. 18. Dimensions of course “openness”transparency (people can see what we write)no grades/coercionno certification/assessmentless credibility/authority of instructorsinstructors have less training/knowledge of subject area
  19. 19. Analyzing the course
  20. 20. Analyzing the course RSS feeds
  21. 21. Analyzing the course RSS feedsIncluding blog comments
  22. 22. Analyzing the course RSS feedsIncluding blog comments Etherpad import script
  23. 23. Analyzing the course RSS feeds Including blog comments Etherpad import scriptPost-hoc data analysis for research
  24. 24. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for researchIn-course visualization to course organizer or students
  25. 25. 3543
  26. 26. 36Teplovs (2010)
  27. 27. Analyzing the course RSS feeds Including blog comments Etherpad import script Post-hoc data analysis for researchIn-course visualization to course organizer or students Automatic interventions based on data analysis
  28. 28. Two models of a course stimulus-response vs.divergence-convergence cycle improvable ideas
  29. 29. Stimulus, response, stimulus, response, ...,end of the course
  30. 30. Cycle of divergence and convergence + final product -representation that can be shared with others
  31. 31. Ideas are not fixed inone spot - affords emergentunderstanding of categories, connections
  32. 32. Ideas are not fixed inone spot - affords emergentunderstanding of categories, connections Always have a shared up- to-date representation ofthe “state of the knowledge of the group” - enables knowledge talks
  33. 33. Alternative 1: A more web-savvy KF APIs
  34. 34. Alternative 2: A KB open web overlay Rise above build-upons initial post
  35. 35. Macro-collaboration and micro-collaborationMonologue to each other, or dialgoue with each other
  36. 36. Other research questionsHybrid (open + for-credit) coursesWho are self-learners? What are their needs?Recognition of learning/accreditationMotivation systemsCommunication between different levels of learning(individual, small group, group, network)
  37. 37. Thank you! shaklev@gmail.com http://reganmian.net/blog : houshuangxx CC BYThesis about Chinese Open Courses can bedownloaded in a variety of formats from http://reganmian.net/top-level-courses

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