What does open mean to you?

This topic contains 2 replies, has 3 voices, and was last updated by  James Kerr 6 years, 4 months ago.

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  • #18829

    Martin Hawksey
    Keymaster

    Apply your thinking about pedagogical approaches and platforms to recent cultural changes in the way learning in higher education is offered, such as through the use of open educational resources, MOOC platforms, and the emergence of open universities (such as the University of the PeopleSaylor Academy, and Open University). For example, in the case of Coursera (or Coursera’s pedagogy), or the platform for this course:

    • Do they force a certain pedagogical approach? If so, what are the benefits or drawbacks of that?
    • What difference would it make if the platform were open source?
    • How does it differ from past initiatives for open content such as iTunesU or Khan Academy?
  • #20557

    glenn
    Participant

    Pedagogical Approaches & Platforms

    I think that the technology and platforms that are being used for MOOCS like that on this OCTEL course are so new that the pedagogical approaches are still developing, and may always continue to do so due to their scale and flexibility in design.

    I do feel though that the “open-ness” the amount of resources and the numbers of participants can offer both benefits, due to the collaborative nature of online working, meeting and airing views with like-minded folk, but also draw backs, due to the feelings of too much information, and the “where do I start” this week swamped feeling that a user of a MOOC may face.

    If the platforms and content were “open” source, then their materials audience would grow, be it through the original point of publication, or due to their “mashed-up” nature within their new homes, on blogs and other learning information sites.

    Past learning initiatives, of ITUNESU for example, have relied on either audio and or video content, and have been informal in their recognition of achievement, offering almost a “self-help” approach to learning, you would scroll through a list and find a piece of content that interests, learn it and go on your way.

    The new initiatives are becoming closer to traditional institutional learning, with providers aligning their courses in topics and subjects, mixing resource content, and expecting users to do more than just watch or listen, but commiting their time in blocks, be it in a for a semester or weekly.

    This new style of online course, comes with a more solid educational background, provides flexible access universally and for free.

    Comments welcome here or via the blog

  • #20770

    James Kerr
    Keymaster

    There are some who claim the pedagogical practices of MOOCs being offered through such platforms as iTunesU and Coursera are really not new models, but online versions of traditional one-way lectures delivered in large halls. This perspective speaks to the differences between the original definition and concept of MOOCs in the connectivist style of Downes, Siemens, and Cormier, where our ocTEL course fits that model. Connected, networked learning. The xMOOC model of iTunesU and Coursera (and others) is very much directed learning: watch a video, produce a paper. There is very little self-directed exploration or networked connectivity occurring.

    That being said, there is a place for both styles of learning. Not every course or subject can be taught effectively by a cMOOC, and other areas are better served by xMOOCs. Nor does the learning style of each type of MOOC fit every learner.

    Is there a place for MOOC-style learning in a formal degree program? Should a MOOC be granted formal credit? If it does, is it  even still considered a MOOC, is it still massive and open? How would one reconcile the interactions of non-program enrollees with the formally enrolled students?

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