OU blog

Personal Blogs

Graduation 2008

Activity 22: An open education technology

Visible to anyone in the world
Edited by Amanda Harrington-Vail, Thursday, 24 Apr 2014, 14:27

Loic Le Muir (2005) discusses the willingness and openness of blog writers to communicate regularly on current issues for the purpose of collaboration and debate. RSS feeds are a way of notifying interested parties of new articles however Ingram (2011) suggests social networking is now the favoured medium, but this is really down to personal preferences. As an OU Tutor I find that links and embeds (known as ‘web 2.0’) make adding content such as YouTube tutorials, SoundCloud etc. to your tutor group forum easy to do and they are instantly accessible for students rather than them having to follow the link to its original source. Twitter and Facebook provide live updates for instant information on e.g. webinars so these can be discussed synchronously and questions asked of the speaker. For example MOOCs have been discussed in Twitter using specific hashtags. I use Twitter as an invaluable research aid. Unlike Facebook with Twitter you do not have to ‘friend’ someone but can follow and unfollow people you are interested in and contact them directly to ask questions (as I did this morning with Martin Weller). As for VLE’s it’s been interesting watching the OU’s Moodle transform as it adapts and progresses technologically over the years. An additional technology that is important for open education is website builders e.g. Google Sites so people with limited technological knowledge can set up their own site such as for hobbies and interests - I set up my Family Tree in 2004. This is a way to link to others and build understanding on specific topics of educational interest. Although these are often closed sites to protect identity they become open once contact has been made and an invitation is sent to connect. Genealogy is a popular interest and is of personal and social history educational value. Sites such as Tribal Pages and Ancestry.com provide free website builders that identify linked surnames so those with family trees on their site can choose to link up.

Ingram, M. (2011) ‘Sure, RSS is dead – just like the web is dead’, GigaOM, 4 January [online]. Available at http://gigaom.com/ 2011/ 01/ 04/ sure-rss-is-dead-just-like-the-web-is-dead/ (last accessed 22 April 2014).

Le Meur, L. (2005) ‘Is there a “blog culture”?’, Loic Le Meur, 5 May [online]. Available at http://loiclemeur.com/ english/ 2005/ 05/ is_there_a_blog.html (last accessed 22 April 2014).

 
 
Permalink
Share post
Graduation 2008

Activity 13 - reading

Visible to anyone in the world
Edited by Amanda Harrington-Vail, Thursday, 24 Apr 2014, 14:29

Daniel (2012), Making sense of MOOCs: musings in a maze of myth, paradox and possibility, which provides a comprehensive review of MOOCs.

Daniel argues the point that MOOCs cannot really be considered as open if they charge, there are further criticisms. "In his book Harmonizing Global Education: from Genghis Khan to Facebook, Baggaley (2011) argues that the quality and pedagogy of much current online education is poor because its practitioners have not taken the trouble to learn the lessons from research on earlier educational technologies" (Daniel, 2012).  

Baggaley, J. (2011). Harmonising Global Education: from Genghis Khan to Facebook. London and New York, Routledge

 

 

Kop (2011), The challenges to connectivist learning on open online networks: learning experiences during a massive open online course.

"A big difference between learning informally, both away from an educational institution and within one, is the level of intrinsic motivation that the learner has. There is clearly a much higher level of motivation that must stem from the self in an informal learning situation as some of the motivational factors in a formal context would more often than not be external, for example getting a qualification or learning a skill for the workplace" (Kop, 2011).  This plays a part in indicating the high dropout rate. 

 

Stacey (2013), The pedagogy of MOOCs.

Dave Cormier describes the PLENK2010 course by referring to how it works. "The four types of activity are described as; 1. Aggregate, 2. Remix, 3. Repurpose, 4. Feed Forward" (Stacey, 2013).
Permalink
Share post

This blog might contain posts that are only visible to logged-in users, or where only logged-in users can comment. If you have an account on the system, please log in for full access.

Total visits to this blog: 117914