course without boundaries approach of Jim Groom’s ds106, as recently aided and abetted by Alan Levine, also softens the edges of a traditionally offered course with its problem based syllabus and open assignment bank (particpants are encouraged to submit their own assignment ideas) and turns learning into something of a lifestyle choice
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MOOC Reflections « OUseful.Info, the blog… - 0 views
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MOOC cMOOC xMOOC TonyHirst Coursera Udacity assessment ds106 ocTEL
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the role that “content” may or not play a role in this open course thing. Certainly, where participants are encouraged to discover and share resources, or where instructors seek to construct courses around “found resources”, an approach espoused by the OU’s new postgraduate strategy, it seems to me that there is an opportunity to contribute to the wider open learning idea by producing resources that can be “found”. For resources to be available as found resources, we need the following: Somebody needs to have already created them… They need to be discoverable by whoever is doing the finding They need to be appropriately licensed (if we have to go through a painful rights clearnance and rights payment model, the cost benefits of drawing on and freely reusing those resources are severely curtailed).
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Whilst the running of a one shot MOOC may attract however many participants, the production of finer grained (and branded) resources that can be used within those courses means that a provider can repeatedly, and effortlessly, contribute to other peoples courses through course participants pulling the resources into those coure contexts. (It also strikes me that educators in one institution could sign up for a course offered by another, and then drop in links to their own applied marketing learning materials.)
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If we think of the web in it’s dynamic and static modes (static being the background links that are part of the long term fabric of the web, dynamic as the conversation and link sharing that goes on in social networks, as well as the publication of “alerts” about new fabric (for example, the publication of a new blog post into the static fabric of the web is announced through RSS feeds and social sharing as part of the dynamic conversation)), then the MOOCs appear to be trying to run in a dynamic, broadcast mode. Whereas what interests me is how we can contribute to the static structure of the web, and how we can make better use of it in a learning context?
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Rather than the ‘on-demand’ offering of OpenLearn, it seems that the broadcast model, and linear course schedule, along with the cachet of the instructors, were what appealed to a large population of demonstrably self-directed learners
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Creating networks and permitting learners to form their own connections is more reflective of how learning functions in real life
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Instead of seeing instruction as the only object of design, a designer’s perspective can be enlarged by seeing the environment, availability of resources, and learner capacity for reflection, as potential objects of a design process and methodology.
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“…the assumptions that the students are adults, self-motivated, accountable for their own learning, should be respected, as well as exercise control over their learning outcomes…”
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ndependent learning requires that people take responsibility for their own learning. Individual responsibility stems from the belief that learning can be affected by effort, and this belief is the critical factor which leads to individuals' perseverance in the face of obstacles.”
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Traditional ID models attend to transmission through focus on explicit learning objectives, content analysis, content sequencing, and blueprinting the instructional flow. This model has particular value in creation of courses, programs, and workshops. The instructor (due to activities of the designer) is kept at the centre of the instructional process.
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Connectivism (Siemens, 2004) and constructivism are the learning theories that most adequately inform the nature of acquisition learning.
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The designer’s role in this domain of learning is to create the construct and opportunities for learners to pursue and provide for their own learning.
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The design process can then be seen as focusing primarily on one domain, yet still accounting for aspects of another domain. For purposes of espousing a theory, four distinctive domains are used. In actual design situations, a designer will likely select aspects of each domain to create the optimum learning resource.
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A new model of learning design also requires new tools and processes. Many of these tools are already in use in a subculture of internet users. The tools are characterized by: sociability, collaboration, simplicity, and connections. Blogs, wikis, RSS (Really Simple Syndication), instant messaging, Voice over IP, and social networking applications are gaining increased attention in progressive organizations.
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Most significant is the ability to combine formal and informal learning. Informal learning is experiencing growing recognition as a critical component of most organizations.
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Many colleges speak of life-long learning; yet only form relationships with learners for two to four years. The bulk of learning for most people will happen in their work environment. A unique opportunity exists for education providers who are prepared to modify themselves to attend to learner’s needs for a lifetime.
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The constructs of the ecology permit individual learners broad movements based on personal interests and motivations (but still within the larger organizational parameters created by the designer to serve a specific outcome).
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Some transitory stage is required to move learners from passive consumers to active knowledge creators.
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Letting go and opening up to serendipitous, learner-centred learning is not an easy task. For many educators, it will evoke an identify crisis. After several experiences with alternative learning formats, the liberation of not having to have all the answers, but rather guiding learners towards answers, is an intoxicating (and motivating) revelation.
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aking a panoramic view of learning, and accounting for unique facets and domains, equips a designer with numerous approaches and methods. Instead of only transmitting learning, educators begin to create structures and networks that will foster a lifetime of learning and learning skills.
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Designers no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and forage for their own knowledge.
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his notion has some merit, but falters in that the objectives for learning are determined by the designer, not the learner.
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A designer’s first task is to evaluate the nature of the learning required. Different knowledge needs require different models or approaches