Interaction equivalency in an OER, MOOCS and informal learning era
| Published | December 2015 |
| Journal | Journal of Interactive Media in Education Pages 1-15 |
ABSTRACT
This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis oninformal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner.
Abstract in Japanese
本論文は、正規教育におけるオンライン学習の発達および学習者による使用状況を、テリー・アンダーソンが2003年に提唱したインタアクション等価説（Interaction Equivalency Theorem: 通称 the EQuiv）を用いて概観する。 Equiv により、教育機関が作成する教育コンテンツをOERs (Open Educational Resources: オープン教育リソース) 、MOOCs (Massive Open Online Courses: ムークス)、そしてインターネット配信ビデオを活用しいかに安価かつ効率よく効果的に強化できるかを説明する。
| Keywords | interaction design · MOOC · OER · Open Educational Resources |
| Refereed | Yes |
| URL | http://www.eurodl.org/index.php?p=special&sp=articles&inum=7&article=695 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 107 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
How learners participate in Connectivist learning: An analysis of the interaction traces from a cMOOC
Wang, Zhijun; Anderson, Terry; Chen, Li
In this research paper, the authors analyse the collected data output during a 36 week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and ...
Match: anderson, terry; interaction
A framework for interaction and cognitive engagement in connectivist learning contexts
Wang, Zhijun; Chen, Li; Anderson, Terry; McGreal, Rory; Conrad, Dianne
Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with ...
Match: anderson, terry; interaction
Identifying interaction patterns and teacher-learner roles in connectivist massive open online courses
Bozkurt, Aras
The purpose of this doctoral dissertation is to identify interaction patterns and teacher-learner roles in connectivist massive open online courses (MOOCs). To accomplish this purpose, mixed method and the explanatory ...
Match: interaction; mooc
Open is an invitation: Exploring use of open educational resources with Ontario post-secondary educators
Hayman, Jenni; Mertler, Craig; Roen, Duane; Anderson, Terry
During the 2017-2018 academic year, I worked as Program Manager for a
government-funded post-secondary organization in Ontario, Canada. A core part of my
professional role was creating awareness and increasing the use ...
Match: anderson, terry; mooc
Open access scholarly publications as OER
Anderson, Terry; McGreal, Rory; Conrad, Dianne
This article presents the rationale, common practices, challenges, and some personal anecdotes from a journal editor on the production, use, and re-use of peer-reviewed, scholarly articles as open educational resources ...
Match: anderson, terry; oer
Squaring the open circle: resolving the iron triangle and the interaction equivalence theorem
Lane, Andy
A number of visual models have been proposed to help explain the interplay and interactions between specified components of higher education systems at different levels and to take account of emerging trends towards ...
Match: interaction; open educational resources
Placing students at the heart of the iron triangle and the Interaction Equivalence Theorem Models
Lane, Andy
A number of visual models have been proposed to help explain the interplay and interactions between specified components of higher education systems at different levels and to take account of emerging trends towards ...
Match: interaction; open educational resources
Open Educational Resources plus social software: Threat or opportunity for Canadian higher education?
Anderson, Terry
Two emerging developments afford opportunity to drastically alter the way people learn and acquire knowledge. The first is the availability of open education resources (OERs) that expand earlier models of discrete ...
Match: anderson, terry; open educational resources
Open Educational Resources in Canada 2015
McGreal, Rory; Anderson, Terry; Conrad, Dianne; McGreal, Rory; Conrad, Dianne
Canada's important areas of expertise in open educational resources (OER) are beginning to be built upon or replicated more broadly in all education and training sectors. This paper provides an overview of the state of ...
Match: anderson, terry; oer
Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course
Li, Yan; Zhang, Muhua; Bonk, Curtis J.; Zhang, Wenjun; et al.
The purpose of this study was to explore the process and effectiveness of Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course named "Internet and Distance Education.'' The course ...
Match: mooc; oer; open educational resources
