Open, connected, social – implications for educational design

Couros, Alec

doi:10.1108/10650740910967393

Cited by 32 publications

(30 citation statements)

References 2 publications

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“…Interaction and dialogue in an MOOC are central to learning design because the network of learners shares how they have created knowledge, and knowledge creation is central to the learning process (Couros, 2009;Milligan et al, 2013). This social sharing provides a sense of social presence or connectedness that enhances learning and helps learners create meaning through discourse (Kop, 2011).…”

Section: Social and Mobilementioning

confidence: 99%

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MOOCs AS AN INNOVATIVE PEDAGOGICAL DESIGN LABORATORY

Kilgore

Al‐Freih

2017

Int J Innov Online Edu

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Section: Social and Mobilementioning

confidence: 99%

“…The guiding principles for an open, social, connected course, according to Couros (2009), are that instructors assume the role of facilitators and social connectors rather than that of lecturers or knowledge delivery systems. Learners in these courses engage in social knowledge creation and participate in collaborative activities.…”

Section: Social and Mobilementioning

confidence: 99%

MOOCs AS AN INNOVATIVE PEDAGOGICAL DESIGN LABORATORY

Kilgore

Al‐Freih

2017

Int J Innov Online Edu

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“…While critics do not consider connectivism as a learning theory, advocates consider that connectivism is a new form of learning theory and is an attempt to replace rather than complement existing theories (Bell, ) As a minimum, connectivism can be considered to reject some aspects of some traditional learning theories (Al‐Shehri, ; Siemens, ) and to be influenced by other previous theories including social constructivism, network theory and chaos theory (Couros, ). Connectivism is therefore considered to represent a successor to theories such as cognitivism, constructivism and behaviorism (Al‐Shehri, ).…”

Section: Connectivismmentioning

confidence: 99%

The implications of a connectivist learning blog model and the changing role of teaching and learning

Garcia¹,

Elbeltagi²,

Brown³

et al. 2014

Brit J Educational Tech

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While the use of Web 2.0 tools and specifically blogs is becoming increasingly popular within higher education (HE) and has been shown to promote learning, relatively little is known about the manner in which such tools may affect how teaching and learning may change as a result of the use of such tools. It is within this context that a connectivist learning model was created and has been further developed within this paper in order to consider the implications of how the use of blogs may change the manner in which teaching and learning occurs. Within this research, a case study of the use of collective student blogs utilized as part of a formally assessed module, undertaken within an HE institution, is utilized to explore the manner in which teaching and learning can be seen to change through a connectivist learning model of blog usage. From this case study, it appears that connectivism does provide a theoretical model for the way in which teaching and learning may change as a result of the use of blogs by learners. However, the experience of staff and students who undertook the project suggests that while a number of elements of the connectivist model can be identified, these are not seen universally among all students. IntroductionAccording to the Oxford English Dictionary (2014a), Web 2.0 is defined as the second stage of development of the Internet, characterized by the change from static web pages to dynamic or user-generated content and the growth of social media. Web 2.0 could also be defined, however, as web applications that erase the barriers between the production and consumption of information. The use of such web applications within the classroom could result in the reduction of these barriers to such a degree that they are almost eliminated entirely. Furthermore, Web 2.0 tools allow connections to be formed between learners, teachers, subject expertise and general audiences which are dynamic and allow information to flow in many directions, and as a result, learning can occur according to the learner's needs, regardless of space or time.

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“…Öğrenme yönetim sistemlerinde elektronik posta sistemi, forum ve sohbet odaları, eş zamanlı çizimler için beyaz tahta araçları, çevrimiçi tartışma tahtaları, öğretmenin ve proje yöneticisinin duyurular yaptığı dokümanlar ve diğer web sitelerine bağlantıları paylaştığı duyuru araçları da mevcuttur (Balat, 2014). Ayrıca kullanıcılar sözlük, blog, mini blog, arama motoru, hesap makinesi, ses kaydı, zaman yöneticisi, resim arşivi ve benzeri yardımcı programları kullanarak öğrenme alanlarını da özelleştirebilmektedirler (Couros, 2009). Sonuç olarak öğrenme yönetim sistemlerinin sağladığı bu imkânlar ve sahip olduğu tüm bu özellikler onların örgün eğitim veren yükseköğretim kurumlarının yanı sıra, çevrimiçi üniversiteler tarafından da yaygın olarak kullanılmasına yol açmaktadır (Coates, James ve Baldwin, 2005).…”

Section: Introductionunclassified

The Investigation of Preparatory School Students’ Attitudes towards Learning Management System

Çeliköz¹,

Erdoğan²

2017

IOJES

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Learning Management Systems, which are used in the field of education and considered as one of the effective learning tools (LMS), have a great importance especially in higher education and in the last decade, they have been used by almost all educational institutions. Because of its widespread use and increasing importance, the overall aim of this research is to investigate İstanbul Zaim University, English Preparatory School Students' attitudes in terms of writing course towards Cambridge Learning Management System. The target population of the study, which was carried out on the basis of survey design, consisted of İstanbul Zaim University, English Preparatory Program students in spring term, in 2015-2016 academic year. The sample of this research, which was selected by using stratifies sampling techniques among students who studied at four different language levels of English Prep. School Program, consisted of 313 students. 166 students (53%) were female and 147 students (47%) were male. The age distribution of students was in the range of 17 to 25 years old. In this study, a learning management system attitude scale, which was prepared by the researchers by conducting a validity and reliability study on 305 students and a writing course achievement test, which had convergent validity with Cambridge Publishing Company's standard achievement test, were used as a data collection tool. In the analysis of data, which was collected through face to face applications, SPSS was used. In terms of overall aim and sub goals of the study, percentage, mean, standard deviation, independent sample t-test, one-way analysis of variance and simple linear regression analysis were used. The findings showed that English Prep. School students had positive attitudes towards learning management system. In addition, the gender of the students, age, the type of high school they graduated and their concluded that "students' writing course achievement" was a significant predictor of attitudes towards learning management system. Recommendations towards the further dissemination of the learning management system, which continuously increases the quality of education especially in terms of e-learning, were put forward.

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Open, connected, social – implications for educational design

Cited by 32 publications

References 2 publications

MOOCs AS AN INNOVATIVE PEDAGOGICAL DESIGN LABORATORY

MOOCs AS AN INNOVATIVE PEDAGOGICAL DESIGN LABORATORY

The implications of a connectivist learning blog model and the changing role of teaching and learning

The Investigation of Preparatory School Students’ Attitudes towards Learning Management System

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