MOOCS! (Massive Open Online Courses)

-- PLEK12 (an open online course on personal learning environments) by Christopher Davis Sessums and Wendy Drexler  from the University of Florida ended last week. I was able to be lurking in this course and couldn’t be able to participate in all activities.  I couldn’t attend live sessions either because they were running at 2am (my time). Fortunately, all archive of Elluminate recordings are available for further access. 

-- CCK11 also just finished this week. The wrap up session of this 12-weeks course was held on Friday by the facilitators (George Siemens and Stephen Downes).  The discussion was mainly about the current situation and the future of connectivism and MOOCs.  Here is the recording of the session. Siemens created a Google Group to discuss how to plan, deliver, and research open online courses: " MetaMOOC" .

-- Another MOOC started this week about mobile learning: MobiMOOC. It will run from 2 April - 14 May 2011.

 

Open Movement; Openness and Transparency in Education

   Week 9 of CCK11 was about openness and transparency. There are huge discussions and debates nowadays about open movement: open source, open content, open access, open educational resources (OER) and so on and especially what they can bring to our educational and learning practices. How all content and information could be freely accessible to all? Who pays for them? What are the roles of educational institutions in moving towards openness and are there any benefits for them to make contents and materials closed or make them open?

  On Wednesday live session on Elluminate (March 16^th),   Zaid Ali Alsagoff  talked about: Sharing to Connect, Interact and Learn . He was an active participant of MOOCs (PLENK2010, CCK11) whose insightful reflections and perceptions of openness and connectivity were shared in the session with other participants of the course. The discussion was all great and inspired me to ponder more about these issues in my research also.  Here is his presentation on Slideshare and the entire session as Elluminate Recording and as MP3 Audio.

This quote as a conclusion of this discussion makes us think of the value of openness in education:

“Embrace openness because it’s a great way to connect and interact with amazing people and experience awesome learning”!

 

   I think for being open and transparent in learning and collaboration, some tools like blogs, Twitter, Slideshare, YouTube, Google, Bookmarking tools  etc.  can help us for aggregating, organizing, remixing and sharing our content and artifacts. Perhaps Twitter and blogging have more values for openness and visibility and to promote connectivity.

   On Friday, the facilitator’s discussion continued by Siemens and Downes on the history open movement in education. Siemens referred to the first initiatives of open source movement and how they were reacted at the time. It was in 1998 that the ‘Open Content License’ was introduced: http://www.opencontent.org/opl.shtml

Here are some links related to open movement and openness in education:

George Siemens, Free and Open Source Movements

George Siemens, Open Source Content in Education

Stephen Downes, Open Education: Projects and Potentual (slides and audio)

George Siemens & Kathleen Matheos, Open Social Learning in Higher Education: An African Context (video)

Stephen Downes, The Future of Open Educational Resources (video)

Alan Levine, Amazing Stories of Openness

Stephen Downes, Models for Sustainable Open Educational Resources

Stephen Downes and David Wiley, Downes-Wiley: A Conversation on Open Educational Resources

Open Education: Moving From Concept to Reality by G. Siemens: http://www.elearnspace.org/Articles/OE_presentation.htm

Budapest open access initiative: http://www.soros.org/openaccess/read.shtml

It was mentioned in the discussion that there are three phases of open learning:

-          Open Content, e.g. open educational resources (OER) , open course ware (OCW)

-          Open Courses, e.g. CCK11, PLENK2010, EC&I831, PLEK12, DS106,  …

-          Open Assessment, which is also very important among topics of openness in education.  What does that really mean? How it can be applied in the context of open education. Who can assess learning? Who are the stakeholders in the process of open assessment?

The Elluminate recording of the session will be soon available.

CCK11’s week six on PLEs & PLNs

The topic of week six of CCK11 was about personal learning environments and networks which is very relevant to my research. The facilitators’ live session on Elluminate on Friday 25.2.2011 was a great discussion on the topic with valuable contributions from the participants. The session was started with a question about the definition of PLE from the point of view of participants and what is unique in PLE? As shown below, there were different thoughts on the definition of PLE:

Source:CCK11

Some people just refer to a single application as their PLE like Twitter connections or iGoogle which seems to be more tool-oriented but, some other see PLE as a combination of different tools, services, resources and connections in the process of learning.  One person believed that PLE concept is a result of Web 2.0 evolution and if the internet did not move that way to more participatory direction, perhaps we wouldn’t talk today about PLE! Downes mentioned that PLEs are not just for collecting and aggregating resources and materials but rather pull all learner needs to PLEs then, remix, repurpose and create new artifacts and share them with the community. PLEs are where a lot of learning happens by all those processes.

Another big concern which Siemens posed was what problems PLEs can solve?  This is really an important question? Can PLEs approach be a pedagogical model of education to the needs of current network era in contrast to the classroom-based model? The screenshot below of the discussion whiteboard shows what participants think of PLE in this regard. It can be realized that PLE approach has values for lifelong and informal learning and the ways the learner can organize and personalize learning. 

Source: CCK11

Here in the course page of week 6 , there are some good readings for pondering about PLEs and PLNs. Also here is the Elluminate recording from the session and the MP3 file. 

Starting the year with two other MOOCs: CCK11 and LAK11 !

Inspired by positive perceptions from the last fall’s MOOCs,  I decided to participate in two open online courses this spring:

"Connectivism and Connective Knowledge" (CCK11) By George Siemens and Stephen Downes and

"Learning and Knowledge Analytics" (LAK11) by George Siemens and Dave Cormier. 

#CCK11 started last week and will last for 10 more weeks until April 11^th 2011. The weekly topics seem interesting and I would like to learn from them to widen my knowledge of connectivism and connective learning and their applications into practice in the era of digital connectedness. On the other hand, because connectivism is the main underlying theoretical perspective in my research on PLE and open online learning networks, I hope this course will help me better understand what connectivism can bring into educational practices and learning in this connected world.  

#LAK11 began two weeks ago and will be continuing until the mid of February. Although, I am concentrating more on #CCK11 than this one but, I am following the LAK11’s  activities and attending the synchronous sessions as long as my time allow me. 

My motivation for taking part in these two MOOCs was based on my experiences from open online courses I participated in last fall: PLENK2010 and EC&I831. They were extremely inspiring and engaged me in more online networking and connecting with many people from all parts of the world. Another reason for me to attend these courses is to get more understanding of the open education and networked learning and going through different topics related to them during the course period. I am now quite familiar with the structure of MOOCs and I like the way they are being run, especially synchronous sessions which the course facilitators along with some other experts discuss the weekly topics on Elluminate.  

However, in spite of my willingness, I cannot be involved in all activities in a full potential way but, I am trying to be as active as possible and being engaged in different networks to get most out of them. Perhaps, here I should bring this point that my learning journey and experience with social media and digital tools; integrating them into my research activities and professional development, and the social interactions I had with many people during the last two MOOCs were absolutely incredible.