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The shape of the course of the future? #cck11

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The higher education crystal ball is a bit too grubby to see very far at the moment, but online learning practitioner-commentator Stephen Downes has predicted that the future will see accreditation shrink in importance relative to reputation – the contribution you make to your community of interest or community of practice.

Accordingly, the experimental Massive Open Online Course (MOOC) on Connectivism and Connective Learning (CCK11) Stephen Downes (University of Manitoba) co-facilitates with George Siemens (Athabasca University) runs on the open Web as an event and an educational network of/for people interested in networked learning.

MOOCs are free, open to all, and distributed across the Web independently of any institution. As a MOOC, CCK11 is a course in that it has facilitators, material, participants and a beginning and end. However, participants are not examined, do not complete assignments, and don’t pay unless they want accreditation. They work by networking – connecting with and responding to other participants’ tweets, tags, and posts. The course is distributed in that there is no single path, and no central repository. It is authentic in that participants become part of a network of people with the same interests, networks which can be sustained beyond the course because they exist independently of the course.

More in this introductory video:

This may seem like a radical departure from the business model of most higher education institutions – but wait, from the About This Course section:

“If you would like to receive University of Manitoba certification, it will be necessary in addition to apply for admission and register for the course with the University. Here is program information, here is the program application form, and here is the course registration form.”

So as well as being a MOOC, the CCK11 course is one of six you can take towards a Certificate in Interdisciplinary Studies: Emerging Technologies for Learning (ETL) from the University of Manitoba’s Department of Continuing Education. So if you did register for a qualification, you would get to carry out your studies in a highly authentic environment which, ideally, attracted a community of motivated people with similar interests from all over the (anglophone) world.

So, the learning process is free and open for motivated, savvy learners to make of it what they can or will, but the qualification – the portable seal of approval from independent accreditors, if that’s what you need –  and presumably support to obtain it, is what the institution charges for.

I’ve signed up (which commits me to precisely nothing) and although for me this year is not a good time to do it justice, I will be joining in as best I can (for example I’ll be submitting this post) and looking at certain things in particular – those aspects I’d anticipate would make this MOOC approach distinct from established forms of higher education participation, for example, those. For example, how the filtering of information works in a massified open course without entry tariff, whether the course itself scaffolds sense-making in a distributed environment or whether you need some experience and know-how before you can join (making it more distinctively a higher learning course), and what my role is as learner on a course where – presumably – the facilitation can’t be expected to run to prioritising inclusion for those who have signed up, meaning that success may depend significantly on social-affective aspects of participation. How do you identify success? The identity of institutional higher education is changing – this course promises to help sharpen up what it is, may become, and is ceasing to be and, correspondingly, to test the limits of MOOCs.

I’m expecting interesting contrasts with the more traditional (though no less authentic) online distance learning course on the next version of Moodle, which will run for 4 weeks from February.

(For a discussion of the difference between connectivism and social constructivism as theories of learning, read Stephen Downes’ and this thought-provoking piece by Lindsay Jordan – more from me when I’ve got something sensible to say about it)

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Written by Mira Vogel

January 20, 2011 at 17:29

Posted in cck11, literacies, social networking, web 2.0

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We’re the only people with a material interest in promoting RSS

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In a nutshell, RSS (‘Really Simple Syndication’) is an excellent, non-proprietary filter. Given the huge demands on time imposed by information and correspondence overload, I’ve been trying to persuade colleagues to use RSS for years.

RSS allows you to a) avoid having to subscribe to things by email, thus helping you to reduce the volume of email and its management and b) ends the need to keep visiting web sites to see if anything has changed – the changes come to you. For example I read all my journals this way now, and the ability to filter out, at a glance, what I don’t need has improved vastly. There is definitely more to RSS, but these are the most obvious gains.

Sadly, RSS is also – unless you know what it is, understand why you need it, and can recognise it – obscure. There are interests in keeping it that way.

Because it is such a good filter, RSS allows you to sidestep the advertising that seems to be part and parcel of today’s web. Precisely because it is such a good filter, it is interfering with some business models. Few think it’s a coincidence that RSS is being disappeared or obfuscated:

“… they can’t make as much money if we read their content our way… as they can if they can force us to read it their way- at their site, complete with scads of browser-clogging tracking scripts and ads galore.”

Here is Kroc Camen’s summary of the implications:

“If RSS isn’t saved now, if browser vendors don’t realise the potential of RSS to save users a whole bunch of time and make the web better for them, then the alternative is that I will have to have a Facebook account, or a Twitter account, or some such corporate-controlled identity, where I have to “Like” or “Follow” every website’s partner account that I’m interested in, and then have to deal with the privacy violations and problems related with corporate-owned identity owning a list of every website I’m interested in (and wanting to monetise that list), and they, and every website I’m interested in, knowing every other website I’m interested in following, and then I have to log in and check this corporate owned identity every day in order to find out what’s new on other websites, whilst I’m advertised to, because they are only interested in making the biggest and the best walled garden that I can’t leave.”

As Kent Newsome notes, we – the Web’s readers, lookers and watchers – are the only people who have a material interest in promoting RSS.

First, use it. Second, write to your browser’s developers.

Hat-tip Stephen Downes.

And (update) for an example of RSS in educational practice, see the experimental free online course Connectivism and Connective knowledge at Athabasca University – from its overview:

“So, how do you share?

First, use the CCK11 tag in anything you create. Our course tag is: #CCK11

It is especially important to use this tag in del.icio.us and in Twitter. That is how we will recognize content related to this course. We will aggregate this content and display it in our newsletter. Yes – your content will be displayed in the Daily. That’s how other people will find it.

Second, if you are using a blog, Flickr, or a discussion group, share the RSS feed. We will offer a separate post on how to find your RSS feed if you don’t know how. But if you know how, please tell us your feed address.

You can use the form here: Add your RSS feeds by adding a feed here

Then, when you post something to your blog or forum, use the #CCK11 tag. That is how we will recognize that the post is related to this course, and not about your cat or mountain climbing in the Himalayas.

You can either place the tag in your post, of you can use it as the post category. Either way works for us.

If you’re doing something completely different, send us some email. stephen@downes.ca We’ll figure out how to add it to the mix.”

Written by Mira Vogel

January 13, 2011 at 11:41

Technophobia and other responses to technology

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You may have heard of Michael Wesch, professor of anthropology and digital ethnographer, known for his outstanding videos about the impact of information and communications technology on global society (particularly university learning). After listening to his keynote at the 2009 Association of Technologist Conference, I went to Wikipedia to find out more, and there I learned that in 2008 he had won something called The John Culkin Award for Outstanding Praxis in the Field of Media Ecology from the Media Ecology Association. So, because Michael Wesch’s videos are important and he has been called ‘the explainer’, I went to see who had won the award before and since.

I came across the best-articulated piece of technophobia I’ve encountered in a long while (and I don’t use technophobia in a rhetorical pejorative sense but a straight descriptive one). It references Postman, Debord, Ellul and Mumford (you can see most of their pictures along the top of the Media Ecology Association site), and I understand technophobia a lot better now. Here it is.

Michael Wesch is more interested in rethinking things.

Two such different winning presentations for an award overseen by an organisation which included Marshall McLuhan. Is the medium the message?

Written by Mira Vogel

October 18, 2009 at 22:23

Txt, kairos and authentic writing

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Interesting THES piece questioning the widely-held assumption that texting is a threat to literacy.

From it:

“And as for all that texting and the world of abbreviations, we simply must assess this development carefully. It seems that the most positive aspect of Lunsford’s research involved the concept rhetoricians call kairos.

The term is used to describe the technique of assessing the audience for whom one is writing. The basic premise focuses on the writer’s ability to adapt “their tone and technique to best get their point across.”

In other words, while texting and socializing online with friends, students might use multiple abbreviations and include smiley faces. But when it comes to writing a real academic paper, students never mistakenly insert such informality.

Perhaps most importantly, the texting and socializing appear to be incredibly meaningful in a student’s development as a writer. Lunsford found that “Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn’t serve any purpose other than to get them a grade.””

Written by Mira Vogel

September 7, 2009 at 12:38

Posted in literacies

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