Group items tagged

Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:

How students interact

patterns of activity

Abstract In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums and blogs. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as course and attrition are appropriate in this context..

The first few weeks of an open online course are the most disorienting. As a learner, you approach the course with expectations that have been defined by previous learning experiences.

Let go of those expectations

learning as a two-step process: First there’s the transfer of information (from a source of knowledge, like an instructor, to the student), then there’s the assimilation of that information by the student

students need to have their first exposure to the course material happen some other way—like reading their textbook

in all fields, there’s still the challenge of motivating students to actually do the pre-class readings

sensemaking attempts include: blog posts, summary Moodle forum posts, images, analysis of discussion forum activity, social network analysis, etc.

Higher education generally homogenizes learners through pre-requisites or subject streams (programs).

presentation from George Siemens on Self-Organization in Online Courses (embedded below) that addressed some aspects of learning complexity (through the context of a MOOC)

we need to sift through the chaos to create signal, perhaps even a pattern language

I liken this process to language itself and the alphabet. The alphabet developed to take a series of meanings and weld it to one symbol (a process more pronounced in Chinese and ancient Egyptian perhaps) that everyone might recognize and accept.

PLE is a counter concept arising from discontent with centralised course management.

they have always been around, it’s just that the wide range of open source tools available at the moment, means that learners now have greater opportunity to learn independently and autonomously than ever before.

Sebastian was concerned that we focus only on the personal learner model for adults – which he suggested was one where adults are self-functioning, self-co-ordinating, self-controlling (self monitoring), self-developing and self-projecting.

Instant messaging (IM) services like AIM, Yahoo! Messenger, or Windows Live Messenger make it possible for you to chat in real-time with friends, colleagues, and students.

But do you really want to have all of these different tools open at once? Probably not. In order to cut down on applications or screens that you have open on your desktop, you can use an IM aggregrator.

Digsby allows you not only to manage all of your IM streams, but also works as an email manager for web-based mail and as an interface for social networking sites such as Twitter and Facebook

OpenStudy is a social learning network where students ask questions, give help, and connect with other students studying the same things. Our mission is to make the world one large study group, regardless of school, location, or background.

AI recommendation engines to match students, and really real-time technologies to facilitate online interaction

We've heard lots of talk about the revolutionary nature of Web 2.0, the conversion of whole populations from passive receivers of information (and propaganda) into active citizens and critical consumers and content-creators. Skeptics don't buy it, at least not all of it.

"The Future of Education: Charting the Course of Teaching and Learning in a Networked World."

orum hosted by Steve Hargadon

Discussions spread in ever-which way. Participants migrate between discussions and platforms (or shall we say “bounce”?).

‘open space’ conference

A MOOC follows the same principles but is entirely virtual.

British journal, Assessment & Evaluation in Higher Education involving the use of something called interactive cover sheets. First-year students in an outdoor studies degree program took a two-semester, six module course which required preparation of a number of written assignments. After preparing their papers, students attached an interactive cover sheet on which they raised questions about the paper they had just completed, thereby identifying the specific areas for feedback.

The goal was to overcome the one-way communication that occurs when teachers write comments on student papers

Students also tell stories about feedback received on their papers