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The challenges to connectivist learning on open online networks: Learning experiences d... - 8 views

www.irrodl.org/...1689 MOOCs
shared by josei09 on 19 Jul 11 - No Cached
  • Self-directed learning on open online networks is now a possibility as communication and resources can be combined to create learning environments. But is it really?
  • It is envisaged that learning is enhanced by four major types of activity:1) aggregation, access to and collection of a wide variety of resources to read, watch, or play; 2) relation, after reading, watching, or listening to some content, the learner might reflect and relate it to what he or she already knows or to earlier experiences; 3) creation, after this reflection and sense-making process, learners might create something of their own (i.e., a blog post, an account with a social bookmarking site, a new entry in a Moodle discussion) using any service on the Internet, such as Flickr, Second Life, Yahoo Groups, Facebook, YouTube, iGoogle, NetVibes, etc.; 4) sharing, learners might share their work with others on the network. This participation in activities is seen to be vital to learning.
  • Presence.
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  • Self-directed learning. A connectivist learner has to be fairly autonomous to be able to learn independently, away from educational institutions, and to be engaged in aggregating, relating, creating, and sharing activities.
  • Critical literacies
  • A major concern is that because people need to aggregate information and resources autonomously, either by (RSS) feeds or through the use of human filters, they require a high level of critical analysis skills to be able to do so effectively.
  • What type of structure might then aid learners in overcoming the aforementioned challenges? What can be done to engage learners in critical learning on an open network? Carroll, Kop, and Woodward (2008) see as the crux to engaging learners in an online environment the creation of a place where people feel comfortable, trusted, and valued. The task would be to move toward a space that aggregates content and to imagine it as a community, a place where dialogue happens, where people feel comfortable and where interactions and content can be easily accessed and engaged with, a place where the personal meets the social with the specific purpose of learning. The National Research Council of Canada’s Institute for Information Technology is currently engaged in the research and development of such a structure, a PLE named Plearn,
  • josei09 on 19 Jul 11
     
    Requirements of a MOOC for learners and a little for a platform that can support learners. Experiences with two previous MOOCs, both for teachers. (Needed: research on MOOCs for non-educational topics)
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