I am working with colleagues in Teaching and Learning at the University Canberra on an OERu version of the #UCSIA15 open online course.
It will be a free, open online unit that offers an opportunity to study a Masters level unit with the option of paying a fee for academic credit through assessment. There is no obligation to be assessed.
I do think this is a great approach to microlearning that can aggregate into formal credit as well as informing personal interest. I imagine self-directed learners will combine OERu study with working and family lives over a time scale that is appropriate for them. Learning ceases to be a constrained, chronological experiences in this personal learning environment.
As part of the process, I am building a Sport Informatics and Analytics page on WikiEducator.
This project gives me an opportunity to explore ways to build an open educational resource using Open Office. It is the first time I have chosen to look at the functionality of Open Office and open document formats.
One of the opportunities I have is to monitor developments in informatics and analytics in attempt to offer currency of information.
There is so much to track now. I am hopeful that as communities of practice share their work, the updating of information becomes part of the open education environment.
I have been working on a MindMeister map today as part of my approach to aggregating, curating and sharing. I think this is a good example of microlearning nodes.
I have some cycling resources to share and a small number of literature examples. I have chosen them as illustrations of informatics and analytics interdependence.
I am hopeful that this kind of approach might lead to reciprocal sharing.
This is my map:
This is the link to the MindMeister page. I thought cycling introductions to Robby, Ryan, Ben and FLO might lead to some excellent discoveries.
My literature node picks up an a paper from Tom that I missed, signals a new text, links to an Australian GIS conference and shares a German documentary that raises some profound issues about how we use data.
I am hopeful that this kind of approach can afford rich microlearning learning possibilities … without or with academic assessment.
In the unit I am developing, assessment will be through an e-portfolio. I am hopeful that this will make the experience enjoyable as well as reflecting on a personal learning journey.