Stephen Downes keeps an overview of open online courses, I guess many of them are Massive Open Online Courses or MOOCs. It seems he’ll update the list. Yay for Stephen Downes!
via Diigo http://www.mooc.ca/courses.htm
Interesting. George Siemens, together with Bonnie Stewart and Dave Cormier have agreed (and been contracted) to write for Johns Hopkins University Press. George Siemens launched the first Massive Open Online Course (MOOC) in 2008 (with Stephen Downes). His book, about the scope and nature of higher education (HE) change, will not be open. So how does a believer in open education such as Siemens deal with this? Easy: by publishing the field notes on a blog (http://www.xedbook.com/). In the discussion about the publication decisions the ‘admin’ answers to objections:
We made a tradeoff between openness/impact and reputable press. Based on who we are hoping to impact with this book, the reputable university press won out. It may well be a non-sensical decision.
(hat tip to Stephen Downes for mentioning this development on his blog/newsletter).
This being said, Siemens together with Rory McGreal facilitates a real MOOC about Openness in Education. It started on September 10 and runs for 12 weeks. The MOOC ‘will explore openness in education – its roots, its growing influence, and economic and systemic impact.’ There is still time to register.
Still confused about what a MOOC actually is? There is a page about MOOCs in the peeragogy.org handbook, and here is a video conversation between Howard Rheingold and George Siemens. A nice quote about that memorable first MOOC in 2008 (which also had a cohort in Second Life): ‘It’s the internet. People did what they wanted to do.’
Okay, gamification – using elements and design principles from games in non-game contexts – is already pretty hot. But now the real money could get involved. Ryan Kim at GigaOm sees gamification startups as the next big enterprise target:
Gamification is thought of as a hyped buzzword by skeptics, but it’s increasingly being used by corporations to incentivize consumers and motivate employees. As enterprise adoption of gamification grows, that could make gamification startups the next hot acquisition target in the coming years.
I wrote a column for my newspaper about media streams and how also education should happen in streams (it’s in Dutch, and no, it seems that translating is not something which can be automated easily). Examples I used are the videostream at The Wall Street Journal, Worldstream, and Howard Rheingold’s video about crap detection:
The message of the column is simple: the stream-format is becoming ubiquitous on the web and there are quite a few mainstream media embedding streams such as liveblogs and twitter streams. Also in education streams are being used, for instance students are required to use blogs and twitter and learn how to filter information using social media dashboards. However, there are still far too many educational projects which ignore the possibilities of ‘the streams’.
In the meantime (and not included in the column) I learned about this journalism education project, called Stories and Streams: teaching collaborative journalism with peer to peer learning (via Online Journalism Blog). Something I will look into the next few days.
There is this idea that Facebook is just for entertainment, friends and family contacts. Robert Scoble already demonstrated that in fact Facebook can be used to create great lists, even more so than Twitter. Of course you can find interesting groups about any subject on Facebook, or follow media. I am aware of the privacy discussions and I don’t want to suggest Facebook is the ideal network, far from it. But it’s like a huge city, and while one can object to the policies of the city, huge cities remain places for innovation and creativity.
We hope you will use it to create your own online courses, whether they’re for 10 students or 100,000 students. You might want to create anything from an entire high school or university offering to a short how-to course on your favorite topic.
I plan to give it a try and include my experiences in the peeragogy.org handbook.
The new course runs for six weeks using asynchronous forums, blogs, wikis, mindmaps, social bookmarks, concept maps, Personal Brain, and synchronous audio, video, chat, and Twitter.
More about the course:
Think-know Tools dives into both the theoretical-historical background of intellect augmentation and the practical skills of personal knowledge management. Now that we have access to powerful mind-amplifying devices and self-evolving collective intelligence networks, we can benefit ourselves and improve the commons by learning how knowledge technologies work and how to work them:
Modules on Roots & Visions of Augmentation and The Extended Mind establish a basis for understanding and discussing both the origin and future of tools specifically devised to magnify thinking capabilities and group problem-solving capacity.
Modules on Social Bookmarking, Concept Mapping, and Personal Knowledge Management introduce tools and practices for finding, storing, refining, sharing, exploring knowledge.
Learning activities include group bookmarking as focused collective intelligence, concept map-making for understanding systems, construction of knowledge-plexes with Personal Brain.
I do like mindmapping (I use MindMeister) but I’m not familiar with Personal Brain, which seems to be very promising (‘it may be the closest thing to an extra brain’, PCWorld says). We’ll also use Cmap for concept maps and VUE, which I guess is a ‘a flexible visual environment for structuring, presenting, and sharing digital information.’ Other crucial tools are about social bookmarks (Delicious, Diigo…).
However, Howard does not limit the course to some practical tools, but we’ll discuss the first visionaries who initiated the creation of intellect-augmenting technologies (think Engelbart, Licklider, Bush… see also the New Media Reader book) and we’ll look at mind-amplification in a broader and future-looking context.
This course is not free. In contrast to courses at Coursera and Udacity for instance, this kind of course has a limited number of participants, and there’s a lot of direct interaction with the facilitator (Howard). More information about the course (which runs from October 17 till November 30) can be found at the social media classroom.
Here you see Howard during a Massive Open Online Course-session, talking about Net Smart:
I recently discovered the blog Learnstreaming where Dennis Callahan demonstrates the practice of learning based lifestreaming.
I find this really interesting as I learn quite a few things these days: I’m still working on the peeragogy.org handbook, I participate on forums at The WELL and brainstorms.rheingold.com, not to mention my Google+, Facebook and Twitter-activities. Oh yes, there are also my social bookmarks at Diigo and Delicious. And of course I learn a lot in my newsroom, experimenting with new media and participating in our newspaper community.
I could also mention Tumblr and Quora, and many other services (some of which I might have forgotten about).
A lot of those services can be considered as part of my personal learning network. I’ve been wondering how to stream at least part of the learning which is going on there. I considered platforms such as Tumblr or Posterous, Google+ and Facebook. Maybe I’m wrong about this, but I think I prefer good old WordPress.
I somehow trust WordPress more than some commercial company which will inevitably merge, disappear or change essential policies in function of considerations which are not necessarily in the interest of its users. I also want to avoid walled gardens – in fact, I want to publish some of my thoughts and experiences which I discussed previously behind closed virtual doors.
Just to warn you that this blog will become far more active. I’ll post about online education, the interaction between digital and physical environments, games (more specifically gamification and serious games), near-future science fiction and other crazy stuff. Watch this space!
Suppose you want to learn everything about medieval sword-fighting. Or about Python programming in some specific context. Or about alternative currencies – maybe there’s nobody to join or help you in your town or village, but somewhere on the web there’ll be others who want to collaborate in your learning-effort.
We call this peer2peer learning, and just as we have pedagogy (how to teach children) and androgogy (how to teach adults) we have peeragogy (how to teach each other). The word has been coined by Howard Rheingold, who also gave us the expression “virtual community”.
Howard also facilitates the project “The Peeragogy Handbook”. A few dozen people contribute in this project and it’s a pretty amazing experience. Most of us never met each other, and yet, from all over the world, people discuss in our forum, contribute on wikis and social bookmark services, meet up during synchronous sessions and post on a WordPress-blog.
The link to the handbook is http://www.peeragogy.org. Be warned: this project is very much in beta. As it is explained in the introduction:
(…) you want to learn how to fix a pipe, solve a partial differential equation, write software, you are seconds away from know-how via YouTube, Wikipedia and search engines. Access to technology and access to knowledge, however, isn’t enough. Learning is a social, active, and ongoing process. What would a motivated group of self-learners need to know to agree on a subject or skill, find and qualify the best learning resources about that topic, select and use appropriate communication media to co-learn it? Beyond technology, what do they need to know about learning and putting learning programs together? What does a group of people need to know to use today’s digital resources to co-learn a subject? This handbook is intended to answer that last question and provide a toolbox for co-learners.