MOOC and OER: identity management

Open educational resources (OER) and massive open online courses (MOOC) are new and emerging issues in the international higher education context. Under the exponential growth of the supply of courses and related publications, the purpose of this chapter is to foster scientific discussion on the socio-cultural and economic impacts, as well as its technological and pedagogical implications. Supported by the methodological typology of bibliographical studies, systematized interpretative-critical analysis based on review of the concepts, and principles guiding OER and MOOC, the authors' reflections show that the enlargement terminologies without epistemological delimitation have provoked theoretical and practical mistakes. In the final considerations, the authors systematize broader problematizations around the open educational practices in universities aimed to five dimensions: spatio-time-content, theoretical models, principles of pedagogical innovation, economic aspects, and fundamentals of collaborative culture.info:eu-repo/semantics/publishedVersio

Connectivism: a knowledge learning theory for the digital age?

<b>Background</b> The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognised by medical educators. This paper aims to examine connectivism and its potential application.<p></p> <b>Content</b> The conceptual framework and application of connectivism are presented along with an outline of the main criticisms. Its’ potential application in medical education is then considered.<p></p> <b>Conclusions</b> While connectivism provides a useful lens through which teaching and learning using digital technologies can be better understood and managed, further development and testing is required. There is unlikely to be a single theory that will explain learning in technological enabled networks. Educators have an important role to play in online network learning

Life Cycle Engineering 4.0: A Proposal to Conceive Manufacturing Systems for Industry 4.0 Centred on the Human Factor (DfHFinI4.0)

Engineering 4.0 environments are characterised by the digitisation, virtualisation, and connectivity of products, processes, and facilities composed of reconfigurable and adaptive socio-technical cyber-physical manufacturing systems (SCMS), in which Operator 4.0 works in real time in VUCA (volatile, uncertain, complex and ambiguous) contexts and markets. This situation gives rise to the interest in developing a framework for the conception of SCMS that allows the integration of the human factor, management, training, and development of the competencies of Operator 4.0 as fundamental aspects of the aforementioned system. The present paper is focused on answering how to conceive the adaptive manufacturing systems of Industry 4.0 through the operation, growth, and development of human talent in VUCA contexts. With this objective, exploratory research is carried, out whose contribution is specified in a framework called Design for the Human Factor in Industry 4.0 (DfHFinI4.0). From among the conceptual frameworks employed therein, the connectivist paradigm, Ashby's law of requisite variety and Vigotsky's activity theory are taken into consideration, in order to enable the affective-cognitive and timeless integration of the human factor within the SCMS. DfHFinI4.0 can be integrated into the life cycle engineering of the enterprise reference architectures, thereby obtaining manufacturing systems for Industry 4.0 focused on the human factor. The suggested framework is illustrated as a case study for the Purdue Enterprise Reference Architecture (PERA) methodology, which transforms it into PERA 4.0

A Framework for Interaction and Cognitive Engagement in Connectivist Learning Contexts

Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with motivation (Mahle, 2011; Wen-chi, et al., 2011), persistence (Tello, 2007; Joo, Lim, & Kim, 2011), deep learning (Offir, et al., 2008) and other components of effective learning. With the development of interactive technologies, and related connectivism learning theories (Siemens, 2005a; Downes, 2005), interaction theory has expanded to include interactions not only with human actors, but also with machines and digital artifacts. This paper explores the characteristics and principles of connectivist learning in an increasingly open and connected age. A theory building methodology is used to create a new theoretical model which we hope can be used by researchers and practitioners to examine and support multiple types of effective educational interactions. Inspired by the hierarchical model for instructional interaction (HMII) (Chen, 2004b) in distance learning, a framework for interaction and cognitive engagement in connectivist learning contexts has been constructed. Based on cognitive engagement theories, the interaction of connectivist learning is divided into four levels: operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction. Connectivist learning is thus a networking and recursive process of these four levels of interaction

Recent Work in Connectivism

Abstract Since the introduction of connectivism as a learning theory in 2004 a body of literature has developed both offering criticisms and expanding on applications and empirical validation. This article surveys recent literature on the topic, grouping it into themes, and developing an understanding of current perspectives in connectivism. It surveys current perspectives and criticisms of connectivism, views of connectivism as a pedagogy and as a theory of learning, recent evidence supporting connectivism, and a wider understanding of connectivism as it is developing today

Openness and education: a beginner’s guide

While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today. Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme

How MOOC Reality Informs Distance Education, Online Learning, and Connectivism

In this paper, we draw from our experience as designers, instructors, and researchers in the second edition of a Massive Open Online Course (MOOCs) called Creativity, Innovation, and Change (CIC) 2.0 to discuss MOOC interactions. Since the CIC 2.0 MOOC was inspired by the tenets of connectivism, we employed connectivism and its four main conceptual components (autonomy, diversity, openness, and connectedness) to discuss these empirical findings from a theoretical perspective. We build our argument on the four levels of interactions (interactions with instructors, learners, course materials, and the interface) traditionally used in the field of distance education and online learning and look at the clashes between the original concepts of connectivism and cMOOCs on one hand and traditional educational concepts, particularly interactions and group work, on the other. This study discusses how MOOC interactions reveal that the four components of connectivism are more complex than originally conceptualized. This complexity can be summarized as follows: a) learner autonomy is more complex in MOOC reality; students are relatively more autonomous but not as originally conceptualized since the role of teachers remains unchanged when student interactions with course content and assessment are considered; b) diversity and openness are also more complex since peer interaction and open networks do not exhibit dynamics and importance as predicted, especially in certain participation behaviors and in MOOC pathways; and c) also, the four connectivism components are not mutually inclusive, and their interaction is not as predicted

Connectivism: Adopting Quantum Holism in International Relations

The current scientific context of both quantum science and an ever-increasingly connected global citizenry has set the conditions for a new perspective whereby the social sciences are on the cusp of adopting a quantum approach of probability and potentiality versus the clockwork mechanistic determinism of cause-and-effect Newtonian mechanics. While a scientific realist approach toward the application of quantum science to the social sciences is germane, there is a valid reason international relations should also consider and adopt the philosophical worldviews outside the genealogical canon of our early western forbears, as well as the philosophical explorations of consciousness and humanism which have evolved over the years. Marrying the quantum physics of consciousness and reality with the philosophy of phenomenology and humanism will lead toward a deeper, more holistic understanding of our connection to each other as human beings, and our connection to the world of our creation through this conscious experience of each other and our surroundings. This unifying reorientation away from classical science toward a more holistic quantum application of science and philosophy is what I term Connectivism. Rather than privileging a Hobbesian view of nature as a war of all against all Connectivism will privilege the unifying principles which connect us all to each other. This relational social ontology will highlight the more cooperative and interconnected aspects of the human experience versus the Newtonian dynamics which separates humans from their environments and turns them into simply another material variable upon which external forces exert their impact on the human dimension. A quantum holist ontology, on the other hand, will destroy the dichotomy between agents and structures, individuals and societal collectivities. This unified ‘whole’ which is instantiated through conscious individual, interrelational, and interactional processes of potentiality (i.e., wave functions) and realization (wave function collapse, or decoherence) privileges and situates human agency and its creative impact on the environment in a more comprehensive and cooperative way

The Emerging ICT Sphere in Morocco: Investigating the Feasibility and Usability of Massive Open Online Courses (MOOCs) -- Surveying the Case of Ibn Tofail University EFLers

In 2009, Morocco launched the “Maroc Numérique 2013” (Digital Morocco 2013) Strategy to generalize the ICT usage all over the country, increase the national digital capacity, and realize the digital switchover (Zaid & Ibahrime, 2011).  Amid this nationwide digitalization process, which is not yet completed especially in rural areas for several reasons, an ICT sphere seems to be taking some shape all in the academic, professional, and daily life spaces. In academia, the abbreviation ICT buzzes everywhere to sneak itself into syllabi, conferences, workshops, seminars, and research projects with and without enough mastery of digital literacies. MOOCs seem to have surged along with this buzzing yet fledgling ICTs landscape, inviting academically rigorous research to investigate their feasibility and usability in the context of Moroccan higher education, which is the main mission of the present paper.  Like other Moroccan universities, ITU is reinventing itself digitally by offering most of its professional and administrative services online.  This online reinforcement can be extended to cover web-based projects like MOOCs that can host considerable numbers of learners who wish to pursue their studies, especially already employed students from different ages are recently increasingly enrolling in formal study programs. MOOCs may be feasible and usable education toolsets if properly designed, distributed, managed, and performed. This paper investigates the possibility of operationalizing this MOOC business in ITU. Keywords: MOOCs, ICTs, web 2.0, higher education, online/ lifelong learnin

Epistemic Beliefs and Googling

With the introduction of internet as a source of information, parents have observed youngsters’ tendency to prefer internet as a source, and almost a reluctance to learn in advance since “you can look it up when needed”. Questions arise, such as ‘Are these phenomena symptoms of changing beliefs about knowledge and learning? Is it at all possible to learn on a deeper level simply by looking up the basic facts, without memorizing them?’Within an existing line of investigation, epistemic beliefs have been described as a set of dimensions. Although internet-based information and internet as a source of information have been acknowledged, studies so far have not explored how dealing with internet-based information relates to other epistemic beliefs dimensions.To capture how users view internet-based information per se but also in relation to other epistemic beliefs, I suggest three new dimensions, out of which the most crucial is labelled ‘Internet reliance’. Offloading memory using memory aids is not a new phenomenon but the ‘Internet reliance’ dimension indicates that especially internet-reliant users may be confusing external information with personal knowledge, with all the risks it may entail.Besides including beliefs about learning, this study also challenges earlier assumptions regarding uncorrelated dimensions