This is an Arizona State University (ASU) initiative in collaboration with edX to offer a full year of freshmen courses as MOOCs (for more click here) Students of these courses can buy their credit unit only if and when they are happy with their grade. The cost of a GFA class is 600 USD.
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Openness as transparency between students; communication between students and the outside world; interdependent relationships between educational institutions and external practices ( Dalsgaard and Thestrup). This paper asks if openness is a absolute positive.
The authors claim that:
- a. the binary between open and closed is false: closed is associated with hierarchy and repression while openess represents creativity and innovation, a total liberation from the constraints of formal study (…) all forms of openess entail forms of closed-ness (Edwards), educators decide what forms of openess are justifiable pedagogically and ideologically.
- b. the overemphasis on access homogenizes learners and contexts: not all individuals require simply access to content in order to learn; OER emphasis on replication presumes uniformity of learners (…) complexity reduction is problematic (McArthur)
- c. open does not attend issues of power and inclusion: OERs could be reproducing asymmetric power relations between those who produce and those who passively assimilate the offerings (…) access is not enough unless it is seen in a context of social inclusion and justice
Not-Yetness is a response to dominant discourse of using technology in education: accepting risk and uncertainty of practices in flux while setting boundaries and looking for alternative modes of openness in digital education where there is an emphasis on the learners’ connections and not just content. Openness as a quality of relationship amongst students, teachers, technologies, texts and an unknown audience.
Example No 1: while wikis promote consensus around dominant voices, a federated wiki allows individuals to manage and control content, they resolve to multiple servers
Example No 2: blogging provokes an awareness of audience and voice but student bloggers rarely have the option to experiment with identity or set their own limits of exposure
Example No 3: exposing learning to an unknown and therefore unpredictable audience (the agents beyond the course) may lead students to making decisions based on the awareness of that audience.
Collier, A., Ross J. 2016. For whom, and for what? Not-yetness and thinking beyond
open content. Open Praxis, vol. 9 issue 1, January–March 2017, pp. 7–16 (ISSN 2304-070X), available here
Blogs: open space for reflection/ forum for discussions/ portfolio of completed assignments/ opening up courses to a wider group of participants.
Blogs’major applications: maintaining a learning journal; recording personal life; expressing emotions; communicating with others; assessment and; managing tasks.
Blogosphere: blog interconnections as a. a social network and b. an ecosystem
Blog Benefits in learning environments: reading other blogs; receiving feedback on one’s own blog
Blog and Personal Learning Environment (PLE): use for personal info management; use for social interaction and collaboration; info aggreggation and management
Blog problems: fragmented discussions/ a lack of coordination structures/ weak support for awareness/ danger of over-scripting
Poldoja, H., Duval, E. & Leinonen, T. (2016). Design and evaluation of an online tool for open learning with blogs, in Australasian Journal of Educational Technology, Vol 32, No 2, pp. 61-81.
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- is an apt metaphor for the learner
- exists only in becoming and in interaction
- is intrinsically motivated toward the pursuit of learning
- is another phase of becoming
- appropriates the authority of some distant figure who often holds over it
- thinks of knowledge not as static, but rather as a flexible element to be alchemically interacted with
- is unconstrained
- is in constant movement
- is not as “losing one’s way” but is as “losing the way”
- is restrained from prefixed and definite articles
- space is smooth, open-ended
- mode of distribution is nomos (=arraying oneself in space), not logos
- moves in amorphous, informal spaces, nonlinear structures
- finds a viable milieu in the complex and chaotic structure of the web
Remembering Umberto Eco’s A Componential Analysis of the Architectural Sign /Column semiotic analysis through this stunning paper entitled; “Community Tracking in a cMOOC and nomadic learner behavior identification on a connectivist rhizomatic learning network” by : Bozkurt, A., Honeychurch, S., Caines, A., Bali, M., Koutropoulos, Ap., Cormier, D.
Degreed is a startup that aspires to become a credentials’ bank. It does so by trying to create a standardized assessment for skills no matter where the individuals got them. Only a year ago it was funded with a 21 million investment to fuel the continued growth of lifelong learning and skills’ measurement for companies and professionals. Degreed seeks to create a common language for grading.
In the log in process Degreed asks you to Use the Degreed free online platform to achieve your learning goals, whether your goal is to learn a new skill or polish an existing one. You then choose from a variety of themes the ones that appeal to you more and you begin attending related material offered to you in the platform. Degreed keeps track of any books, articles, videos or even courses you might read about or watch and accumulates the traces of this material to help you prove your competencies.
In this week’s Economist the article: The return of the MOOC: Established education providers v new contenders, introduces Degreed along with Pluralsight as two companies that are trying different ways to answer to the difficult task of assessing one’s capabilities. The author claims that as long any training gets recognized and accredited it is even more likely that more lifelong learners will receive a continuing education through MOOCs or any other form of adult learning.
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COURSES: 6.850 from over 700 Universities (2.600+ new ones)
USERS: Coursera: 23million/ edX 10 million/ XuetangX: 6 million/ FutureLearn 5.3 million/ Udacity: 4 million
PROVIDERS-Coursera: 1700 + courses/ EdX: 1300/ FutureLearn: 480/ Miriada X: 350 (Spanish)/ XuetangX 300+ 9Chinese)
Image & Data retrieved here