Lesson 2

Foundations & Theory of ONLE

Goals

• Discusses Connectivism and ONLE/PLE 

• Discuss Open Education/Learning and Open Educational Resources (OERs)

• Complete Assignment 2

Instructor's Notes

Welcome to Lesson 2!

We have heavy readings to accomplish in this lesson. These required readings focus on Connectivism, ONLE, PLE, and Open Learning/Open Education which form the foundations of our course and knowledge. You may find them difficult to understand because the concept and philosophy are very different from traditional online learning. You may want to read them again throughout the semester to obtain a comprehensive understanding. Approaching these topics with appropriate understanding will allow us to attain the correct mindset to approach the rest of the lessons in our course and to plan, design, and develop appropriate projects and products.

We need to have a very clear understanding of similarities and differences between open network learning and online learning.  If you think they are the same, RETHINK it again.  Perhaps there are some areas for which you haven't had a clear understanding. It is recommended that students  read "Optional Readings" and explore the "Resources" to enrich their learning experiences.

Activity

Online Discussions (5 Points): Respond to KEY #1 first, and then you may address KEY #2 if you prefer.

• REQUIRED: KEY-1-Connectivism & ONLE 

  • • Connectivism and ONLE/PLE are the two key theory and pedagogy in ETC655. They are not easy to understand. We should digest them thoroughly. These the reasons why we assign more required reading and optional readings. Throughout the course progress, you may need to revisit the required and optional readings, if needed.

• • Read:

    • Connectivism

      • • Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. From the special issue: Connectivism: Design and Delivery of Social Network Learning.

        • Attwell, G. (2007). The Social Impact of Personal Learning Environments» Pontydysgu - Bridge to Learning » Blog Archive.

    • Open Network Learning Environment (ONLE)

      • • Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. (Read first 4 pages)

        • Mott, J. & Wiley, D. (2009). Open for Learning: The CMS and the Open Learning Network.

    • Optional Reading:

• • • • Connectivism

        • • Anderson, T. (2016). Chapter 3: Theories for Learning with Emerging Technologies. G. Veletsianos. (Eds.) Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca, AB, Canada: AU Press.

          • EduCause. (2015) The Next Generation of Digital Learning Environment: A Report on Research

      • ONLE

        • • Couros, A. & Hildebrandt, K. (2016). Chapter 9: Designing for Open and Social Learning. G. Veletsianos. (Eds.) Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca, AB, Canada: AU Press.

• • • • • Groom, J. and Lamb, B. (2014) ‘Reclaiming Innovation’. EDUCAUSE Review, May/June 2014, vol. 49, no. 3.

        • Dron, J. & Anderson, T. (2014). Social learning theories. J. Dron & T. Anderson (Eds.) Teaching crowds: Learning and social media. AU Press.

        • Campbell, G. (2016). Networked Learning as Experiential Learning.

        • Veletsianos, G. (2016). Chapter 1. The Defining Characteristics of Emerging Technologies and Emerging Practices in Digital Education.

        • Martindale, T. & Dowdy, M. (2016). Chapter 8. Issues in Research, Design, and Development of Personal Learning Environments.

• • Discussion question: Encouraged to use these guided questions to post your responses.

• • • • Design an online learning instruction/activity that is frame by Connectivism/ONLE.

        • Use these headings to guide your design.

          • Title:

          • Instructions/Activity:

          • Comparisons: 

            • Identify three designs in your Connectivism/ONLE that distinguish it from Constructivism. Thoroughly explain the differences between Connectivism and Constructivism and provide justifications for each.

            • Design #1:

            • Design #2:

            • Design #3:

• • • Notes:

      • • Keep Network Learning Framework introduced in Lesson 1 in mind. Connectivism is a theory while ONLE is a pedagogy.

        • HINTS: Think about these comparisons:

        • "Open vs. Close," "Network vs. Online," and " Environment vs. System," & "Social vs. Cognitive."

• KEY-2-Open Education (OE) & Open Educational Resource (OER): Collaborate with ChatGPT to compose your responses.

  • • Highly recommended to address this key question, if you are interested in further expanding your knowledge.

    • When it comes to "open" in education, learning or teaching, we think it is "FREE" of charge. In this discussion, we need to move away from it and ponder OE and OER on a deeper level.

    • Thanks for the students who participated in ETC645 ChatGPT Research Group. the ETC Curriculum Design Committee has empower us to integrate and collaborate ChatGPT to address this discussion question. It is a creative and innovative way to learn about how we can collaborate with AI to enhance our knowledge in content, pedagogy, and technology.  Here is how approach this discussion.

      1. Conduct the readings.

      2. Imagine ChatGPT as a student and your task is to prompt it to write a response to a discussion question, much like a professor would do during office hours. Your goal is to help the AI refine its response until it appears to have a sufficient mastery of the subject. This exercise will not only help you learn by explaining the topic, but also improve your ability to write effective prompts for ChatGPT.

         • Prompting is a vital skill for instructional designers and teachers to possess. Prompt engineering requires a combination of linguistic and problem-solving abilities. Prompting is essentially programming using language, which can result in unexpected and unpredictable outcomes. Effective prompting is likely to favor those who think divergently and can experiment rapidly. It also rewards those with deep curiosities.

         • Similar to search engines, the demands on AI systems have decreased over time in order to promote mass adoption. To meet this demand, Google's tools have become more advanced, making it possible to obtain high-quality results even with vague or simple queries. Prompt engineering may simply serve as a temporary solution for us to interact with AI until they can understand our needs from minimal prompts or other unknown methods.

      3. OPTIONAL: Sharing your ChatGPT inquiry

         • You can either copy and paste your inquiry or take screenshots."

• • Read:

    • Open Education: 

      • • Weller, Martin (2014). Book: Battle for Open, Chapter 2: What sort of open?

• • • • OER:

        • Wiley, D. (2014). Chapter: Open Educational Resources: A Review of the Literature

• • • Optional reading:

      • • • Weller, Martin (2014). Book: Battle for Open, Chapter 4: OERs.

          • Pawlyshyn, N., Braddlee, B. Casper, L. & Miller, H. (2013). OER: A Case Study of Cross-Institutional Collaboration & Innovation. Educause Review.

          • Educause (2011). 7 Things You Should Know About Open Textbook Publishing.

          • Baule, S. (September 6th, 2018). How to find, curate, and assess OER. eSchool News.

        • Resources:

          • • "International Review of Research in Open and Distributed Learning" at: http://www.irrodl.org/index.php/irrodl/search/search

            • Search the keyword: Open Education, or Open Educational Resources (OERs).

  • Discussion Question: Encouraged to use these guided questions to post your responses.

• • • • Use your own words to define "Open Education/Learning" and "Open Educational Resources." 

      • CLEARLY Highlight THREE or more key concepts of OE (free of charge doesn't count.).

      • How may you integrate these key concepts to instructional design, teaching, and/or learning in the contexts of K-12 or adult learning?

      • In the 2nd posting period, you can share your experiences of collaborating with ChatGPT with the class.

• • • Note:

      • • You can approach this question from the perspectives of instructional design, teaching, or learning level, technology curriculum design, or PDs.

        • OE and OERs are not the same.

• See the discussion board for further information.

Assignment

Assignment 2: Analysis of Pedagogy InfoDoc (Assignment 6)

• Grade: 5 points

• Individual Assignment 

• Submission:

  • Share it on the discussion board.

• Instruction:

  • Select a topic from the list for your Assignment 6: Pedagogy InfoDoc (see Lesson 8 for the detailed instruction) & Review Assignment 6 instruction.

    • Select & Sign up a topic

    • Ideally, one topic one student to develop besides the one with multiple subtopics, such as IoT, AI, and VR etc.

    • In a larger class, we are allowed to have more than one to develop the same topic.

  • Conduct a bibliometric analysis on the selected topic.

    • Bibliometric Analysis Tutorial

      • Q: My graphs of the bibliographic analysis showed too much or too little information. What should I do?

        • It could be the criteria we set up on Scopus AND “Choose Threshold” too narrow or too broad.  On Scopus, we can expand or narrow our search for journal articles to others or vice versa. For the Threshold, increase or decrease the numbers which should display more or less connections in the graphs. 

        • We may need to adjust these criteria a few times to optimize our results to meet our goals for our Pedagogy InfoDocs. Ideally, you may need at least 20 different connections/topics connected to your selected topic. More identified connections/subtopics would give a more comprehensive understanding to the topic. You can select the critical ones to incorporate into your final Pedagogy InfoDocs.

      • Q: How many connections/subtopics should I showed in my analysis and graphs?

        • I would approach this question in such fashion.

        • Ask yourself, how much information do you need from this bibliometric analysis to guide your design and development of your Pedagogy InfoDocs?

        • Let’s say if you have 20 connections/subtopics. Are you satisfied with the results? If you are, how will you coordinate these 20 subtopics into your InfoDocs. Include all 20? If not, how many and what are they?

        • If these 20 do not satisfy your needs, update the criteria and conduct new analyses.

        • Your final bibliometric analysis and the graphs need not show exactly the numbers of subtopics that you will incorporate into the InfoDoc. Analysis and graphs are resources for you to learn these subtopics and how they relate to your selected topic. The entire bibliometric analysis and graph are ongoing processes. Throughout the InfoDocs writing process, we may need to constantly conduct new or modified analysis and graphs.

  • Share your analysis by following the guiding questions below: (Initiate a new thread)

    • What is the topic?

      • Target audiences: K-12 students, Adult learners, Educators (select all that apply)

      • Level: Introductory; Intermediate; Advanced (Select one only)

    • Briefly discuss:

      • • Why do you select this topic?

        • What are the related topics to the selected topic based on your bibliometric analysis?

        • How may you plan to complete the Pedagogy InfoDoc assignment?

          • HINT: We could approach this question from a “network” perspective. How may you use your people network, resource network, and tool network to complete this assignment? We know “Connectivism” guides us to exert our “learning networks” to regulate our learning, rather than focusing content solely.

      • Include a copy of your Scopus search result (Excel file) and VOSViewer images/links in your posting.

  • Optional:

    • • Provide your feedback and comments to the classmates' analyses.

      • This is particularly helpful if your topic is the same as or related to others'. How do we know my topic is related to others'? Your bibliometric analysis will provide some ideas. You can share your resources with.

  • Notes:

    • • Assignment 6: Pedagogy InfoDoc is due on the last day of the class, Lesson 8 lasts THREE days only.

      • You should start collecting your resources and ideas. Do not wait for the last minutes.