Open courses: The next big thing in eLearning?
|Title||Open courses: The next big thing in eLearning?|
|Publication Type||Book Chapter|
|Year of Publication||2011|
|Authors||Kikkas, K., Laanpere M., & Põldoja H.|
|Secondary Authors||Rospigliosi, A. E.|
|Publisher||Proceedings of the 10th European Conference on eLearning, Academic Publishing Limited|
|Keywords||blog, open courses, personal learning, web 2.0, wiki, Wikiversity|
During the last 15 years, eLearning has undergone a number of changes regarding openness of the learning environment, learning resources as well as the process of teaching and learning. After the initial period, when eLearning used mostly the tools of 'ordinary' Web, the first-generation of eLearning emerged large, mostly proprietary environments which firmly separated the chosen (students and tutors) from the 'barbarians at the gates' (the rest of the Internet) by using accounts and passwords. The tools themselves were shaped by creators, not users due to closed source and restrictive licenses. WebCT and early Blackboard were prime examples of this generation. The second generation of eLearning rode the wave of free and open-source software, bringing along a much greater variety of tools as the environments became open for modifications (e.g. Moodle, Ilias). This generation also emerged along with the rise of open content (powered by free licenses like the Creative Commons family) which in turn established the Open Educational Resources (OER) movement, examples of which are Connexions, LeMill, MIT OpenCourseWare and others. We propose that the emergence of Personal Learning Environments combined with collaborative wikis signify the next stage of eLearning. Open in both the environment and the process, it facilitates a more flexible and also more challenging model of learning. Massive Open Online Courses (MOOC) represent the radical conception of openness in eLearning, as all MOOC courses are open for enrolment for any Internet user. We started to use Wikiversity and personal blog- based learning environments in 2008. This paper provides a summary of our experience with teaching 18 open courses in 2008-2011, with more than 560 enrolled students. We analyse the design, learning process and learning outcomes of these open courses using the knowledge building theory by Bereiter as our main frame of reference and the framework analysis of the courses.
- Beyond objective testing and peer assessment: alternative ways of assessment in MOOCs
- Comparative between quality assessment tools for MOOCs: ADECUR vs Standard UNE 66181: 2012
- Managing the quality of e-learning resources in repositories
- Are Massive Open Online Courses (MOOCs) enabling a new pedagogy?
- The quality and reputation of open, distance and e-learning: what are the challenges?
- Open informational ecosystems: The missing link for sharing resources for education
- Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study
- K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy
Congratulations to the Open University of Catalonia's Journal, RUSC and Karen Isabel Cabrera Peña a Doctoral student in Law at the University of El Rosario, Colombia for the this excellent 1000th article input into the OER Knowledge Cloud!
Comparative analysis of public policies in open access models in Latin America. Brazil and Argentina cases
Availablt at: http://dx.doi.org/10.7238/rusc.v12i1.1947
The OER World Map has launched! Using local knowledge to describe the OER ecosystem, the OER World Map Project will visualize the world of OER and support a range of widgets and tools, including powerful statistical analysis.
Visit the PASTEUR4OA project which supports the development and alignment of Open Access strategies and policies to promote the implementation of the European Commission's 2012 Recommendation on Access to Scientific Information and the Open Access Mandate for Horizon 2020.