Interaction Equivalency in an OER, MOOCS and Informal Learning Era

This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner

A New Ecology for Learning : An Online Ethnographic Study of Learners’ Participation and Experience in Connectivist MOOCs

This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as connectivist MOOCs (cMOOCs) and instructivist MOOCs (xMOOCs), emphasis is placed on the learning ecology of connectivist MOOCs and how the format, with all of its attention on learner-centered pedagogy and social media invite collaboration and networking. The thesis provides detailed analysis and description of learners’ experiences and perceptions of participation and their use of online tools and resources in the process of learning and networking. CMOOCs promote the ideals of re-structuring the spaces of learning from classrooms to open networked ecologies that enable learners to have greater control over their learning experiences, content, and use of technologies. The study builds on the theoretical foundations of networked learning and connectivism that undergird the affordances of technology in promoting connectedness among learners, resources, networks and communities. The investigations into personalized learning and ecological learning design shed light on the significant role of learners and acknowledge their autonomy in creating their learning environments. The study employed and developed “online ethnography” to gain a better understanding of the dynamics of learning in cMOOCs from the perspectives of learners themselves. Data were gathered from several MOOCs over a five-year period through participant observation, interviews, open-ended questions, surveys, and online artifacts. The findings demonstrate that cMOOCs are learner-centered ecologies in which learners participate in the flow and generation of knowledge by creating and sharing content through networked technologies such as blogs, wikis, Twitter, and Facebook. Developing a personal learning environment (PLE) in cMOOCs enhances learner autonomy and creates a space for them to aggregate, remix, repurpose content, reflect, and share their learning experiences. Additionally, the results indicate that participation in cMOOCs requires learners to assume active roles in a spirit of openness in forming their learning experiences and networking activities; to develop digital competence to manage the abundance of resources. Theoretical understandings and empirical evidence of the sub-studies helped delineate cMOOCs as an open networked learning ecology that positions a learner at the intersection of personalized and networked situations to foster processes of self-directed learning and connectedness in open online contexts. The study contributes to the knowledge and pedagogy of open networked learning and provides insights to help universities, course designers, MOOC providers, instructors, and participants improve online learning experiences.Tämä väitöstutkimus käsittelee merkittäviksi uudenlaisiksi verkko-oppimisen ympäristöiksi muodostuneita massiivisia avoimia verkkokursseja (massive open online courses, MOOCs). MOOC-ympäristöjen kaksi päätyyppiä ovat vuorovaikusta ja yhteydenpitoa painottavat kurssit (connectivist MOOCs, eli cMOOCs) ja opetusta painottavat kurssit (instructivist MOOCs eli xMOOCs). Tutkimuksessa tarkastellaan, kuinka osallistujat hahmottavat ja jäsentävät cMOOCs-kurssien oppimisen ekologian. Tutki-mus tarjoaa yksityiskohtaisen analyysin ja kuvauksen oppijoiden osallistumisen kokemuksista ja havainnoista sekä heidän online-työkalujen ja resurssien käytöstä toimiessaan cMOOCs:ympäristössä. Siirtämällä oppimisen luokkahuoneista avoimiin verkostoituneisiin ekologioihin cMOOC-kurssit pyrkivät muuttamaan oppimisen tiloja mahdollistaen oppijoille suuremman vastuun oman oppimiskokemuksensa muodostumiseen. Ne tarjoavat myös oppijoille mahdollisuuden ottaa käyttöön laajan valikoiman teknologioita joiden avulla he valitsevat, luovat, jakavat sisältöä sekä tuottavat materiaalia tiedon virtaan. Tutkimuksen teoreettinen perusta on verkottuneessa oppimisessa sekä konnektivismissa, jotka korostavat teknologian käyttömahdollisuuksia oppijoiden, resurssien, verkostojen ja yhteisöjen välisen vuorovaikutuksen rakentamisessa. Keskeisiä ovat esimerkiksi henkilökohtaisen oppimisen (personalized learning) sekä ekologisen oppimisen (ecological learning) suunnittelu, jotka painottavat oppijoiden keskeistä roolia sekä tunnustavat heidän autonomiansa omien oppimisympäristöjensä luojina. Tutkimuksessa käytettiin ja samalla kehitettiin online-etnografiaa pragmaattisena tutkimusmetodina, jonka avulla voidaan paremmin ymmärtää oppimisen dynamiikkaa cMOOC-oppimisympäristöissä. Aineistoa kerättiin useilta verkkokursseilta osallistuvan havainnoinnin, haastattelujen, strukturoitujen ja avoimia kysymyksiä sisältävien kyselylomakkeiden sekä online-tuotosten avulla reilun viiden vuoden aikana. Tulokset osoittavat, että cMOOC-kurssit ovat oppijakeskeisiä ekologioita, joissa oppijat osallistuvat tiedon tuottamisen ketjuun luomalla ja jakamalla sisältöä verkottuneiden teknologioiden, kuten blogien, wiki-alustojen, Twitterin ja Facebookin avulla. Henkilökohtaisen oppimisympäristön (personal learning environment, PLE) kehittäminen cMOOC-kursseilla mahdollistaa oppijan autonomian sekä luo heille tilan, jossa voi koota, yhdistellä, uudelleen järjestellä ja suunnata sisältöä sekä reflektoida ja jakaa omia oppimiskokemuksia. Lisäksi tulokset osoittavat, että cMOOC oppimisympäristöihin osallistuminen edellyttää oppijoilta aktiivisen roolin omaksumista ja avoimuutta heidän oppimiskokemustensa ja verkostoitumista koskevien toimintojensa muodostamisessa. cMOOCs oppimisympäristöt edellyttävät oppijoilta myös digitaalisten kompetenssien kehittämistä, joilla tarjolla olevien resurssien runsautta on mahdollista hallita. Tutkimuksen tuottama teoreettinen ja empiirinen ymmärrys massiivisista avoimista verkkokursseista mahdollistaa viitekehyksen luomisen avoimen verkostoituneen oppimisen ekologialle (open networked learning ecology) joka asettaa oppijan henkilökohtaisten ja verkottuneiden tilanteiden risteyskohtaan sekä edistää itseohjautuvan oppimisen ja yhteyksien luomisen pro-sesseja avoimissa online-konteksteissa. Tutkimuksen tulokset hyödyttävät avoimia verkottunutta oppimista koskevaa tietoa ja pedagogiikkaa sekä tarjoavat näkökulmia, jotka auttavat, MOOC-ympäristöjen tarjoajia, opettajia ja osallistujia kehittämään online-oppimisen kokemuksia

MOOC (Massive Open Online Courses)

Massive Open Online Courses (MOOCs) are free online courses available to anyone who can sign up. MOOCs provide an affordable and flexible way to learn new skills, advance in careers, and provide quality educational experiences to a certain extent. Millions of people around the world use MOOCs for learning and their reasons are various, including career development, career change, college preparation, supplementary learning, lifelong learning, corporate e-Learning and training, and so on

MOOCs: Expectations and Reality

This comprehensive study of MOOCs from the perspective of institutions of higher education includes an investigation of definitions and characteristics of MOOCs, their origins, institutional goals for developing and delivering MOOCs, how MOOC data is being used, a review of MOOC resource requirements and costs, and a compilation of ideas from 83 interviewees about MOOCs and the future of higher education. We identify six major goals for MOOC initiatives and assess the evidence regarding whether these goals are being met, or are likely to be in the future

ArchiTECHture: Rebuilding the Traditional University for the 21st Century

This senior thesis is an examination of the major complexities and considerations encountered in developing an e-learning program. In light of the changing landscape of higher education resulting from technological advancement, combined with changing pedagogies and financial pressures, traditional institutions are under heightened scrutiny and most in need of innovation. Online learning as been proposed as a solution to many of these issues, but creating a successful program is no small feat. Furthermore, experimental research on specific course designs and delivery often fails upon real-world implementation. Looking through the lens of Design-Base-Implementation Research (DBIR), an emerging research model that seeks to rectify this inefficiency, this thesis will first affirm the crucial need for active leadership throughout the development and implementation process. Analysis will then turn to the most pertinent elements administrators must address, including the motivations and catalysts for innovation, funding, faculty engagement, IT support, course design and project evaluation; in keeping with DBIR methodology, each of these considerations will take different forms and require alternative courses of action based on the unique institutional attributes and circumstances. Finally, the exploration will culminate in reasserting the urgency for innovation in higher education, and concluding that a uniform “solution” will not only be pragmatically impossible but also detrimental to both institutional legacy and student education: a quality and sustainable program necessitates due diligence in acknowledging and working with the distinct characteristics of each institution

The maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning

This survey of Massive Open Online Courses (MOOCs) and Online Distance Learning (ODL) literature aims to capture the state of knowledge and opinion about MOOCs and ODL, how they are evolving, and to identify issues that are important, whether consensual or controversial. Abstract: This report updates our knowledge on the development and impact of massive open online courses on learners and institutions at further education and higher education level. The study assessed available literature from various sources, including academic research articles and formal comprehensive reviews; blog posts; commentary and journalistic coverage. It concludes that massive open online courses are likely to become a standard element of university education with new teaching and learning methods that provide revenue and lower costs. A major challenge is finding suitable business models