Group items tagged

This type of course is called a ‘connectivist’ course and is based on four major types of activity: 1. Aggregate

wide variety of things to read, watch or play with

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..

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

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

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

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.

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.

definition of technological literacy needs updating. In the 1990s, she explained, the U.S. Education Department defined it to mean the ability to operate a computer. These days, computers are so user-friendly that being capable of operating one does not say much about a person’s competence.

a line between computer users who can handle only basic programs such as word processors and search engines, and those who understand the structures and concepts that underlie modern technology, and how to think critically within them

less about who has hardware, but who has access to information; who has those problem-solving skills

A PLN becomes a student's virtual locker, and its content changes based on the student's current course work. When I assign them a term paper, the students comb the Web to sign up for information that will feed into their personalized Web page to construct a PLN for that topic. When they get a new project, they assemble another page.

Perhaps the most telling response on the subject of PLNs is from my student Hope, who says, "My iGoogle page is very helpful and helps me keep things organized. It lets me know when my agenda changes." The fact that a ninth grader would talk about her own research agenda gives a glimpse into the power of the PLN; she is using a term here that is often reserved for grad students.

Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway. It is also indispensable to our project-learning curriculum