Accredible: Sharing Learning Experiences

I received an alert from Adam Brimo yesterday about Accredible.

On the Accredible Blog, the founders note:

Here at Accredible, we’ve been working hard to improve the way that credentials and certificates are generated across MOOCs, university courses also as wider learning by using peer-review and
reputational networks to determine and maintain quality.

Accredible propose that “by re-imagining the idea of the certificate to be more than just a statement, we can create a living portfolio of evidence that shows you have certain knowledge or skills. You can also get a much ‘higher resolution’ image of who a student is, what they can do and a list of evidence proving that”.

I am very attracted to the possibilities of “a living portfolio of evidence”. To date I have kept a very dispersed e-portfolio (and will continue to do so) but I see what Accredible has to offer as a game changer.

I think it will be an excellent resource for those who participate in Small or Massive Open Online Courses (particularly cSOOCs and cMOOCs). Some of the tools available to verify certificates in Accredible will help me extend my interest in identity and personal learning journeys.

OpenLearning will be using Accredible with their courses (hence the alert from Adam).

Here is my first attempt at using Accredible using the Introduction to Box’Tag SOOC as an example.

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130110 Open Opportunities

3382894065_fff137f070_zIt has been interesting to note the New Year flurry of activity around open learning opportunities.

Stephen Downes has been sharing some of the developments in OLDaily as has John Mak.

Stephen’s links took me to David Wiley’s Introduction to Openness in Education, the 2013 Version. From there I went to the Canvas host for this year’s course. The list of modules available is here. I liked David’s analogy of the course as a campfire (notwithstanding my sensitivity to fire behaviour at this time of the year in Australia):

… the most important function of both a great campfire and a great course is the manner in which they draw people together. A good campfire is a thing around which storytelling, singing, and other social interactions happen. The same is true for the best courses – they draw people into arguments, explorations, discussions, relationships, and even friendships.

David outlines the Course Technology Requirements that include: a blog, Twitter, Delicious, YouTube, and Flickr.  These technology tools are an important component of the course’s commitment to learning artifacts. (David’s link to Terry Anderson’s post Connectifying your course sent me off on another path and the contemplation of open artifact persistence and networking opportunity.)

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David’s course is one of a number of courses running at the moment. Two posts by Nancy White led me to think more about open communities, how they engage and the indicators of a vibrant community. (Note Nancy’s Comment on my post and her link to a new post.)

MOOc MOOCI learned of this week’s MOOC MOOC via Stephen and John. This course is being hosted on Canvas too. The facilitators Sean Michael Morris and Jesse Stommel point out that:

In this week-long experimental online course, we’ll be investigating exactly what it means to participate in, create, and even envision a MOOC (massive open online course). We’ll be thinking about the nature of digital learning and where it’s leading us. We’ll be questioning what a MOOC is, how useful this educational format can be, and the new and innovative opportunities toward which it points.

I arrived late for this course and am starting to read resources and follow conversation threads. I happened upon Bonnie Stewart’s post Education for a Digital Age and thought it a great link between the two Canvas courses. I admire transparent accounts of learning and thought Bonnie’s post was a great insight into the fallible production of learning artifacts.

As I was writing this post I was monitoring the #moocmooc traffic and enjoyed discovering Dale Ireland’s views on accessibility.

DI

Another course running at the moment is Learning Design for a 21st Century Curriculum. The course (#oldsmooc) “has been funded by JISC as part of a benefits realisation programme and is intended to build on the success of the Open University Learning Design Initiative (OULDI) and other JISC funded curriculum design and delivery projects”. I was interested to read Jenny Mackness’s views on this MOOC.

A fourth course I will be monitoring is from Germany. It is a MOOC Maker course (#mmc13). I am hopeful that the pre-Internet German I learned in the late 1960s can help me adapt to a new vocabulary.

MMC

It is going to be a busy month! I will be checking the Connectivist MOOC listings too. I am hopeful that I can experience these MOOCs to help with my own development of modest small open online courses in 2013.

I will be following the advice of a leading connectivist thinker, Dr Seuss:

Seuss

Photo Credit

Skyfire 21 (Lachlan Rogers, CC BY-SA 2.0)

Four Weeks at the SOOC

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Earlier this morning I wrote my final Daily Wrap for the Observing and Analysing Performance in Sport small open online course (SOOC).

What a wonderful month it has been at the SOOC.

During November in Australia, Mark and Danny have been with me on the day shift in the Southern Hemisphere. In the Northern Hemisphere, Darrell and Adam have been the custodians of the SOOC.

As I was compiling the Wrap I received a link to a new version of Burn Note. This application takes communication to a different level. What’s a Burn Note?

A Burn Note is an online message which can be viewed only one time by the recipient. Each Burn Note is displayed using our patent pending Spotlight system for resisting copies. A timer starts when the recipient opens the note and automatically destroys the Burn Note once the recipient is finished reading it. Once a Burn Note has been deleted it cannot be viewed again.

In contrast, the Observing and Analysing Performance in Sport course will remain online and available. Adam Brimo writes:

The course will remain at the same url. What we can do to make it more open is remove it from the our homepage and remove or change the landing page to reflect that the course is open but no longer facilitated.

My hope is that more visitors will find the content relevant and interesting as it remains open. I am thinking it has the potential to become a dynamic wiki so that it updates links and references. We planned the course to be an introduction but we hoped there would be something for everyone.

To my knowledge this was the first SOOC of its kind. We aimed to present a fallible mode of sharing and to learn from the experience. I particularly liked the idea that it was an open course that encouraged non-linear journeys. I did enjoy the excitement of having Augmented Reality available from the first day if you chose to go there … as many did.

Whilst writing the Wrap, I received some timely links about massive open online courses (MOOCs).

Alan Levine (via a Stephen Downes alert) points out that in a recent Coursera Social Networks Analysis class:

61,285 students registered, 25,151 watched at least one video, 15,391 tried at least one in-video quiz, 6,919 submitted at least one assignment, 2,417 took the final exam. 1303 earned the regular certificate. Of the 145 students submitting a final project, 107 earned the programming (i.e. ‘with distinction’) version of the certificate.

He adds:

You see, the course moves at the speed it wants to, not mine. This mode does not use any of the affordances of online learning to be able to flex time and space for me to do work- it just marches on everyone rowing the boat together (or falling over).

Ryan Stacey discusses 15 ways MOOCs will change education. Item 7 on pedagogy is:

While MOOCs typically comprise video clips and perhaps a quiz, they will inevitably include more instructional devices to assist distance learning (and remain competitive). Over time, content providers will supplement their core offerings with live webinars, interactive exercises, discussion forums, wikis, social networks etc. Some may even organise real-life meetups at selected sites around the world.

As of today we had 517 enrollments on the course. It has been the most delightful month of meetings and glimpses.

We had a total of 23,490 page visits from 91 countries.

32% of the visits were from Australia, 27% from the UK, 8% from the USA, 7% from India, 5% from Ireland, 2% from France, New Zealand and Greece.The Seeing and Observing and Augmented Reality pages proved particularly popular.

The wonderful thing about an open world is that we do not have to say we will be back … we will always be here.

Photo Credit

Souq Waqif (Laika, CC BY-ND 2.0)