Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

Abstract

Inclusion of open resources that employ a peer-generated approach is changing who learns what, from whom, and via what means. With these changes, there is a shift in responsibilities from the 2 course designer to motivated and self-directed learner-participants. While much research on elearning has addressed challenges of creating and sustaining participatory environments, the development of Massive Open Online Courses (MOOCs) calls for new approaches beyond the existing research on participatory environments that is centered on institutionally defined classes. We de-center institutionally defined classes and broaden the discussion to the literature on the creation of open virtual communities and the operation of open online crowds. We draw on literatures on online organizing, learning science and emerging educational practice to discuss how collaboration and peer production shape learning and enable "crowdsourcing the curriculum." 3

Analysis of Discussion Board Interaction in an Online Peer-Mentoring Site

“…With such a high percentage of these students being new to the peer mentoring sites and with previous research showing the many challenges that individuals in new, computersupported learning environments face, including adjustment to new media, new rules of behavior, and new course materials and classmates (Haythornthwaite, 2002), this activity was surprising. The analysis of this activity provides important data regarding the ways in which undergraduate students take or maintain control in an online mentoring site, adding to this body of knowledge (Paulin & Haythornthwaite, 2016;Rheingold, 2000Rheingold, , 2007.…”

“…This is significant because they were all very active participants in this site and influential in driving and carrying conversations. These interactions benefit the learners as Paulin and Haythornthwaite (2016) describe, exposing them to more and different perspectives and integrating them in the education process and provide a view of learning that can influence the design and use of future learning networks (Haythornthwaite, 2013). The first-year students selected for this study were adjusting well to their new online learning environment and taking the initiative to share ideas, ask questions, and interact with one another.…”

“…As Barab et al (2002) found among the preservice teachers, learning in these settings can be a complex process involving the overlap of meaning, practice, experience, identity, and community, where newcomers evolve, grow, and learn from the more experienced members. The openness of the Web changes how, where, and when we learn, creating environments, where learner-participants create the content of their learning (Paulin & Haythornthwaite, 2016). These settings open a new window that can then influence the design and use of learning networks (Haythornthwaite, 2013) and the way in which communities of practice and mentoring relationships can develop without time and location constraints.…”

“…Few research studies have explored the ways that students are using peer mentoring sites and the interactions that occur among students in these settings. Participative, peer-based approaches affect teaching and learning and the development of curricula in many ways (Paulin & Haythornthwaite, 2016). Who takes and/or maintains authority in an online community has been the subject of much research (Benkler, 2006, Paulin & Haythornthwaite, 2016Rheingold, 2000Rheingold, , 2007.…”

Learning in the Wild: Coding Reddit for Learning and Practice

“…These learners maintain their own responsibility for reading source material, engaging with fellow learners, and completing learning assignments. At times, they help the whole learning process by acting as explainers for others, synthesizers of material, citation providers [21], and active evaluators of others' work [36]. Personal information management and personal learning management become prominent for these learners, as they pick, choose, and consolidate the use of particular social media and forums for their learning practices and their learning portfolios (e.g., essays and reflections posted as blogs).…”