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They are all on my fantastic new website:) Here

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https://vimeo.com/462956620

Password OUC

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Mind Map presenting Community of Inquiry Framework from a point of view of the educator and the learner

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Mind Map presenting Community of Inquiry Framework from a point of view of the educator and the learner

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Link: https://gitmind.com/app/join/048895397

Code: 4586

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Knox, J. (2013). Five critiques of the open educational resources movement. Article Review.

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Knox, J. (2013). Five critiques of the open educational resources movement. Article Review.

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Following the popularization of the Open Educational Resources (OER) through MIT CourseWare and UNESCO policy, Knox (2013) critically analyses crucial aspects of OER including accessibility, applicability, underlying philosophy and ideology.  Framing the discussion by a philosophical concept of 'positive and negative liberty' coined by Isaiah Berlin, Knox examines OER through the lens of negative liberty-meaning an action of eliminating barriers to freedoms. His concern is a lack of theory drawing on how learning will take place after those barriers are overcome. On these basis he proposes 5 critiques which adhere to the learning through OER, to further it's refinement.

1. OER promotes self directed learning. What are the pedagogical implications on OER?  Can individual learners navigate their own educational journey without much pedagogical support?

2. OER promotes two different models: independent study and limited guidance form the University. It challenges the position of the educator and the institution which is present only through the assessment process. Does such system insinuate inequality between those who receive teachers pedagogical support and those who are self-directed learners?

3.While OER initiatives provide knowledge unrestricted by the institution, they still seek a validation from the institution in a form of accreditation. Is such a process possible without acknowledging the impact of pedagogy on the reputation of the institution?

4. OER movement uses alternative forms of assessment such as 'badges' in order to support students in reaching the goals of the institutional assessment. Are those systems in place based on mistaken assumption about the learners being able to navigate towards such goals through completely independent study?

5. Promoting OER is based on the outcry to combat poverty and lack of access to education. On the other hand, the idea that one needs to constantly undergo education and reassess acquired knowledge to fit the needs of the market, provides a view of the learner as a human capital. How does the OER movement respond to it's alignment with those ideologies of ' marketisation and commodification of education'?

Reference:

Knox, J. (2013). Five critiques of the open educational resources movement. Teaching in Higher Education, 18(8), 821-832.

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Questioning Community of Inquiry Framework 

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Questioning Community of Inquiry Framework 

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Questions raised by Arbaugh and Garrison and my further responses.

Reference: Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.

" Can social presence detract from cognitive presence? Is the online environment focused primarily on academic goals (Garrison et al., 2004)? Do participants in a community of inquiry naturally progress from establishing a climate of open communication, to
engaging in purposeful activities (and cohesive comments), and then to naturally developing socio-emotional and personal connections? Is there a qualitative difference between online and face-to-face social presence that we need to understand? Certainly, there is evidence to suggest that the face-to-face environment can more easily provide emotional support and perhaps personal connection.

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1. Questionnaires:
menti.com -interactive live questionaire
https://www.sli.do/- pools, questionaires
Blackboard LMS - for anonymous questionaires
survey monkey- anonymous surveys

2. Mind map
wisemapping
GritMind- collaborative ( but only one person at the time can edit)
Coggle

3. Iconographic
powtoon
prezi- presentations and mindmaps
easel
sway: https://sway.office.com/
Pictochart: https://create.piktochart.com/
Canva- elaborate graphic design tool, can make various conten

4.Video editors
Editor: Camtasia, VEGAS Pro
https://www.rawshorts.com/

5.Collaborative group work
Trello - organize projects
Dabble
Google Docs
Teams

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Brookfield’s (1995) Critical Incident Questionnaire (CIQ) in online learning 

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Brookfield’s (1995) Critical Incident Questionnaire (CIQ) in online learning 

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http://www.isetl.org/ijtlhe/pdf/IJTLHE141.pdf
Michelle Glowacki-Dudka and Nicole Barnett (2007)
> A “conscious community” is formed when in the online environment there is “a discussion about goals, ethics, liabilities, and communication styles, that is, norms” (Palloff & Pratt, 1999)
> Group Development Sequence as applied in online learning:  Vroman and Kovacich (2002)
A. Forming:  "feeling intimidated, acclimating to the course, developing roles, developing ground rules, becoming oriented to the software, understanding the syllabus, being affirmed by the professor, and shaping leadership within the group."
B. Storming: "family conflicts, work conflicts, issues of purchasing the textbooks, accessibility issues, the time demands, not having timely feedback from group members, misunderstanding the syllabus, time management, and group roles."
C. Norming: "developing trust, getting involved, establishing things in common with other classmates, feeling connected and comfortable, replying to posts, and offering suggestions and comments."
D. Performing:"finishing the assignments, getting into the groove, and finally understanding how to participate in the course."
F. Adjourning: "disbelief at the end of the semester, a sigh of relief, feelings of sadness, and a decline of postings"

https://www.tandfonline.com/doi/full/10.1080/01587919.2012.667958
Liam Phelan (2011)
> The importance of building a learning community online vs the notion of individuality (flexibility, own track).
> Fostering community through CIQ: "First, the act of engaging students in the CIQ, that is, announcing the CIQ, then making the CIQ available, having students complete the CIQ, then reflecting on student responses, and finally sharing anonymous, collated student responses and my (the teacher’s) reflections on responses with the group overall, may have contributed to the creation of a sense of a shared learning community in the online space simply through facilitating an increased volume of student exchanges. Second, and more deeply, an ongoing conversation between students and lecturer about course structure and functioning may facilitate students’ capacity to conceptualize and value learning as an interactive, social activity"

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Enablers and Barriers in Virtual Learning- 'Adult Learning in a Virtual World'

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Enablers and Barriers in Virtual Learning- 'Adult Learning in a Virtual World'

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"Traditional adult learning theory has investigated barriers to participation and broken potential barriers into two
categories: external or situational (i.e., cost or time needed to attend) and internal
or dispositional (i.e., personal attitudes such as thinking one is too old to learn; see
Johnstone & Rivera, 1965)."

"Ardichvilli (2008) focused on enablers of knowledge sharing in virtual online CoPs and found three most discussed in the literature—organizational culture and
leadership, trust, and supporting tools and technology."

"The enablers of learning
in Second Life include (a) a variety of educational topics for life-long learning; (b) opportunities for multidisciplinary collaboration; (c) collaboration across geographical boundaries; (d) immersive environment creates presence; (e) health and emotional benefits; and (f) cost savings over face-to-face meetings."

"a) a variety of educational topics for life-long learning;These participants linked greater social networking opportunities to an
increase in educational opportunities, reminding us of what McClelland called the
need for affiliation (Nussbaum, 1999)."

"In our study, we found four barriers to adult learning: (a) glitches in technology reduce effectiveness; (b) addictiveness of SL; (c) learning curve for “newbies”; and (d) funding issues for small businesses and nonprofits."

"Virtual words allow users to (a) boost intellectual and emotional self-esteem effects through developing expertise and through a sense of belonging to the virtual communities of practice and helping others (Ardichvilli, 2008); (b) connect their new learning obtained in the virtual learning environment with previous experience (Merriam, 2008); (c) enable readiness to learn through trust and availability of supporting tools in the virtual learning environment (Ardichvilli, 2008); (d) link their learning orientation to situated or sociocultural context for a “richer, more holistic understanding” (Merriam, 2008, p. 95); and (e) employ the critical factor in determining successful learning through their motivation (Ardichvilli, 2008).

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A conceptual diagram of the most significant factors that frame educational experience in online learning settings

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A conceptual diagram of the most significant factors that frame educational experience in online learning settings

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Extracted from: Joksimoviċ, S. et. al. (2015). The History and State of Online Learning. In G. Siemens et al. (eds.), Preparing for the digital university: A review of the history and current state of distance, blended, and online learning (pp. 93-131).

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Module 1. Notes and comments on 'Daphne Koller: What we're learning from online education' video

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Module 1. Notes and comments on 'Daphne Koller: What we're learning from online education' video

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Online learning is making education accessible beyond geographical and economical conditions.

? Is access to technology, time and computer literacy trespassing these geographical and economical conditions? How can that be improved?
Ideas: offline content, mobile friendly content, using simple and familiar technological formats- ie. social media? Technological commons ie. libraries?

Information served in short modular units allows each student to follow a personal journey in his/her learning by researching a specific topic more, detouring.

? How to save and track personal learning history as a map/ grid? Content would need to be available through a platform which translates the history of learning into a visual map. Could Wikipedia do that?

Peer grading and self grading shows to be very close to teacher's grading.

? Great tool, research further.

Study groups as a way to offer support/ peer learning/ physical realm.

? When knowledge/ syllabus is provided as an open source, study groups can be assembled easily and anyone can take the role of educator/ facilitator. Moreover in this way technologies can be shared and support provided.

Individual tutoring proves to be most effective way of learning- computer/smart phone as an individual tutor.

? Further research needed. How to provide for the need of mentoriship, supervision, personal contact, answering questions? Can peer group substitute that?

https://www.youtube.com/watch?v=U6FvJ6jMGHU