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To motivate people: demonstrate the benefit and explain the positive things

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Integrating Tech in Module

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What  can Kim Do?

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Response to Kim's Dilemma

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Rita Kop National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group

Hélène Fournier National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group

John Sui Fai Mak

Keywords: Connectivism, networked learning, media affordances, learner autonomy, presence, roles, educator

Abstract

This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.

Author Biography

Rita Kop, National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group

Dr. Rita Kop has been a researcher at the National Research Council of Canada's Institute for Information Technology since September 2009 and holds a Ph.D. in Adult Continuing Education. Her current research focuses on human learning in advanced networked learning environments, and her recent teaching took place in massive open online events. Before she joined the NRC she was an assistant professor at Swansea University in the UK after a career as teacher and head-teacher in Dutch primary education. Her research interests are adult learning and open educational practice, self-directed learning, widening access to Higher Education, networked learning, and e-research methods.

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A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

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Rita Kop National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group Hélène Fournier National Research Council of Canada, Institute for Information Technology, Learning and Collaborative Technologies Group John Sui Fai Mak Keywords: Connectivism, networked learning, media affordances, learner autonomy, presence, roles, educator This paper examines how emergent technologies could influence the design of learning environments.

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This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult students enrolled in two courses offered at a university in the southern United States. Results indicated that (a) sense of community and perceived collaborative learning significantly contributed to perceived learning through blogging; (b) blogging self-efficacy was not a good predictor of perceived learning but was related to prior experiences of using blogs; (c) most students displayed positive attitudes toward the use of blogs and group learning experiences that involved collaborative process as well as the development of knowledge and skills; and (d) individual dispositions had a potential influence on collaboration. This study adds to the limited research on the use of blogging and collaborative work among minority students in continuing education. Results are discussed in light of the literature and suggestions for future research are provided.

Descriptors: Electronic Publishing, Diaries, Mixed Methods Research, Self Efficacy, Cooperative Learning, Classroom Environment, Communities of Practice, Student Attitudes, African American Students, Undergraduate Students, Adult Students, Student Surveys, Correlation, Multiple Regression Analysis

International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info

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ERIC - EJ1137346 - Learning through Blogging: Students' Perspectives in Collaborative Blog-Enhanced Learning Communities, Educational Technology & Society, 2017

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This study employed a mixed method approach to investigate the relationships between learners' blogging self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. Learners' perspectives of group learning experiences in blog-enhanced settings were examined. Participants were minority adult students enrolled in two courses offered at a university in the southern United States.

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Highlights

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Most MOOCs use recorded video lectures and discussion forums to engage students.

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Students enrol in MOOCs mainly to learn a new topic or increase current knowledge.

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However, dropout rate is high; only 10-20% of students complete the courses.

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Instructors offer MOOCs due to a sense of intrigue, altruism, or egoistic motives.

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Quality of MOOC education and MOOC business model are some unresolved issues.

Abstract

Massive open online courses (MOOCs) are among the latest e-learning initiative to attain widespread popularity among many universities. In this paper, a review of the current published literature focusing on the use of MOOCs by instructors or students was conducted. Our primary goal in doing this is to summarize the accumulated state of knowledge concerning the main motivations and challenges of using MOOCs, as well as to identify issues that have yet to be fully addressed or resolved. Our findings suggest four reasons why students sign up for MOOCs: the desire to learn about a new topic or to extend current knowledge, they were curious about MOOCs, for personal challenge, and the desire to collect as many completion certificates as possible. Up to 90% drop out due to reasons including a lack of incentive, failure to understand the content material and having no one to turn to for help, and having other priorities to fulfill. Findings suggest three main reasons why instructors wish to teach MOOCs: being motivated by a sense of intrigue, the desire to gain some personal (egoistic) rewards, or a sense of altruism. Four key challenges of teaching MOOCs are also surfaced: difficulty in evaluating students' work, having a sense of speaking into a vacuum due to the absence of student immediate feedback, being burdened by the heavy demands of time and money, and encountering a lack of student participation in online forums. We conclude by discussing two issues that have yet to be fully resolved - the quality of MOOC education, and the assessment of student work.

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Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges

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Most MOOCs use recorded video lectures and discussion forums to engage students. * Students enrol in MOOCs mainly to learn a new topic or increase current knowledge. * However, dropout rate is high; only 10-20% of students complete the courses. * Instructors offer MOOCs due to a sense of intrigue, altruism, or egoistic motives.

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The aim of this article was to examine the experiences of students who have participated in massive open online courses (MOOCs). The results of an initial Google blog search were narrowed down to a sample of twenty-one blog posts, each of which was written by a MOOC participant. Content analysis was applied to identify and classify blog comments into emergent themes (e.g., the relevance of type and length of course, student demographics, instruction/instructor interactive styles, and factors that impacted on the learning process) to develop a picture of their experiences. Overall, mixed feelings were expressed. Results provided a glimpse of the student experiences, including why students take such courses, what elements of their experience are positive, and what can be improved from the student point of view.

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Experiences in MOOCs: The Perspective of Students

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The aim of this article was to examine the experiences of students who have participated in massive open online courses (MOOCs). The results of an initial Google blog search were narrowed down to a sample of twenty-one blog posts, each of which was written by a MOOC participant.

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Massive open online courses (MOOCs) in education - A case study in Indian context and vision to ubiquitous learning - IEEE Conference Publication

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Massive Open Online Courses (MOOCs) have emerged as one of the most potential tools in proffering quality education and massive training to a huge domain o

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Digital Divide in blogging and online course

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Digital Divide in blogging and online course

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Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society.

Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment.

Digital literacies encompasses a range of other capabilities represented here in a seven elements model:

Seven element of digital literacies

Digital literacy as a developmental process

Beetham and Sharpe 'pyramid model' of digital literacy development model (2010)

Defining digital literacy in your context

This and other models are useful tools for raising awareness and engaging stakeholders in discussions around digital literacies to develop a shared understanding and goals. They also have a practical application to help map how these might be developed, supported and evaluated.

providing quality education in flexible and innovative ways

meeting the expectations and needs of a diversity of students through an enhanced learning experience

improving employability and higher skills in a digital economy

attracting more students in a global education market

improving processes, systems and building organisational capacity

maximising the value of investments in learning technologies, content and services

Feedback We would love your feedback on the infoKit. Complete our survey now!

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Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society. Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities.

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The essential elements of digital literacies: Doug Belshaw

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The essential elements of digital literacies: Doug Belshaw

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The essential elements of digital literacies: Doug Belshaw at TEDxWarwick

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David White (@daveowhite, http://twitter.com/daveowhite) of the University of Oxford explains how the Web is changing academic practice and challenging traditional notions of credibility and authority. In part 2 of this series, he considers how the Visitors and Residents model helps understand what this means for individuals and institutions.

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Fear being digital native

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Online learning Adoption, continuance, and learning outcome - A review of

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How does the pedagogical design of a technology-enhanced collaborative

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Contribution Behavior in Virtual Communities

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TOPIC 1: Online Participation & digital literacies

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TOPIC 1: Online Participation & digital literacies

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“I have just signed up to do an online course and I am excited to be there. But I have little experience of online courses and it feels really challenging to get started to connect and find my way with all these new sites and tools. I guess that other participants will be more experienced than me and I feel stupid asking about things. We are asked to create a Learning blog on the web; it feels a bit scary to do this. I do share things on Facebook with friends, but here, in the open? I want to keep my private life separate from my professional life. But on the other hand, my students seem to share and discuss all sorts of things in social media and use all kinds of tools and resources.”