Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

E-Moderators are \"the new generation of teachers and trainers who work with learners online\" (p. viii) using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. They are the focus of E-Moderating, a recent book which provides both a theoretical framework for developing online learning using CMC (part one), and a wealth of practical advice (part two). The book is supported by a Web site. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.

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E-Moderating: The Key to Teaching and Learning Online

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

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Three Generations of Distance Education Pedagogy.

Three Types of Interaction

Table of Contents Preface - origins of and rationale for the book Setting the scene Ch 1Introduction a. Overview b. The context of modern education c. The nature of educational technology d. Today's learners e. The need for a new learning design methodology f. Audience and structure of the book g. The process of writing the book Ch 2 Design languages. a. Introduction b. The challenges of designing for learning c. Design languages d. Design notation in music, architecture and chemistry i. Musical notation ii. Architectural notation iii. Chemical notation e. Learning design i. Defining learning design ii. The origins of learning design iii. A spectrum of learning design languages f. Origins of the Open Learning Design methodology i. The OU Learning Design Initiative ii. Design-Based Research iii. The OULDI learning design methodology g. Conclusion Ch 3: Related research fields a. Introduction b. Instructional Design c. Learning Sciences d. Learning objects and Open Educational Practices e. Pedagogical Patterns f. Professional networks and support centres g. Conclusion Ch 4: Open, social and participatory media a. Introduction b. The changing digital landscape of education c. A review of new technologies i. The characteristics of new technologies ii. The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d. A review of Web 2.0 tools and practice e. Conclusion Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introduction b. Definitions c. Researchers' home disciplines d. The nature of theory e. Theoretical perspectives i. Cultural Historical Activity Theory (CHAT) ii. Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a. Methodological approaches i. Content analysis ii. Ethnography iii. Case studies iv. Action research v. Evaluation vi. Choosing an appropriate methodology b. Influences, beliefs and theoretical perspectives c. Conclusion Ch 6 The role of Mediating Artifacts in learning design a. Introduction b. The origins of the concept of Mediating Artifacts c. Capturing and representing practice d. Examples of Mediating Artifacts e. Understanding learning activities through Mediating Artifacts f. Meta-Mediating Artifacts g. An illustrative example of the application of this approach i. Teacher A: The design phase ii. Learner A: Use Scenario 1 - beginner's route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h. Conclusion Ch 7 Affordances a. Introduction b. Definitions of the term c. ICT affordances i. Collaboration ii. Reflection iii. Interaction iv. Dialogue v. Creativity vi. Organization vii. Inquiry viii. Authenticity ix. Negative affordances - constraints a. Conclusion Design representations and tools Ch 8 Design representations a. Introduction b. Types of representation c. Examples of different types of representations i. Textual ii. Content map iii. The course map view iv. The pedagogy profile v. The task swimlane representation vi. Learning outcomes map vii. The course dimensions view viii. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners' approaches to design c. Repurposing an Open Educational Resource d. The development of Compendium LD e. Evaluation of the use of Compendium LD f. Use by practitioners g. Use by students h. Other visualization tools i. Conclusion Ch 10 Pedagogical planners a. Introduction b. The need for pedagogical planners c. Examples of pedagogical planners i. The DialogPlus toolkit ii. Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d. Conclusion Openness Ch 11 The nature of openness a. Introduction b. Facets of openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research c. Principles d. Defining openness e. Characteristics of openness f. The OU's Supported Open Learning (SOL) model g. Applying openness i. Open design ii. Open delivery iii. Open evaluation iv. Open research h. Conclusion Ch 12 Open Educational Resources a. Introduction b. The Open Educational Resource movement c. A review of OER initiatives d. Case study 1: Openlearn e. Case study 2: Wikiwijs f. Case study 3: LeMill g. Case study 4: Podcampus h. Conclusion i. Appendix: The broader OER landscape Ch 13 Case study: Realising the vision of Open Educational Resources a. Introduction b. The Olnet initiative c. The OPAL initiative i. Strategies and policies ii. Quality assurance models iii. Collaborative and partnership modles iv. Tools and tool practices v. Innovations vi. Skills development and support vii. Business models and sustainability strategies viii. Barriers and enablers d. Enhancing the quality and innovation of OER e. Conclusion Social and participatory media Ch 14: Online communities and interactions a. Introduction b. The co-evolution of tools and practice c. Modes of interaction d. The changing nature of online communities e. The pedagogies of e-learning f. Sfard's metaphors of learning g. Frameworks for supporting online communities h. The Community Indicators Framework i. Conclusion Ch 15 Case study: Cloudworks a. Introduction b. Cloudworks c. Theoretical underpinnings d. Evaluation of the OU Learning and Teaching Cloudscape e. Using Cloudworks to support learning Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book

Designing for learning in an open world

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.

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Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

Cloudworks is a specialised social networking site for sharing, debating and co-creating ideas as well as designs and resources for teaching, learning and scholarship in education. The site has been co-funded by JISC and The Open University, and has ca.2500 registered users and visitors from 165 countries (May 2010). Fundamental to the development of the site has been the belief that one of the key challenges in encouraging more innovative learning design is getting teachers to share designs and ideas. Despite the fact that there are numerous repositories of good practice, case studies, learning objects and Open Educational Resources (OER), their impact on practice has been limited (McAndrew and Santos, 2008). Yet in interviews and workshops, when asked what would they find most helpful to enable them to make better use of technologies in their design practices, teachers consistently say that they want examples of good practice and access to others to share and discuss ideas with (Beetham and Sharpe, 2007). This paper will explore how Cloudworks might be used as a ‘pedagogical wrapper’ for LAMS sequences, supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection.

Cloudworks as a 'pedagogical wrapper' for LAMS sequences: supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection

Final Project Report of the OULDI- JISC Project: Challenge and Change in Curriculum Design Process, Communities, Visualisation and Practice

Open online learning courses such as cMOOCs and xMOOCs differ from conventional courses yet it remains uncertain how, and if, existing common yet costly practices associated with teacher-driven formative and summative assessment strategies can be made to work in this new context For courses that carry no charge for registration or participation, authors of open online courses have to consider alternative approaches to engaging, motivating and sustaining study and for helping participants manage, plan and demonstrate their own learning One such approach is that of open badges or similar such visual public symbols that communicate to others a particular quality, achievement or affiliation possessed by the owner This paper reports the role, reception and use of open badges in two ‘massive’ open online courses delivered in 2013 with attention to varied functions of badges and the a distinction between formative and summative applications The paper will then draw upon data from end of course surveys, which specifically asked about badges, pre-course surveys, and user comments made during the course on platforms such as Twitter to examine what value participants ascribed to the open badges Although there was found to be a broadly positive response to badges in both MOOCs, the reasons for this were often very different, and approximately a quarter of respondents remained sceptical or concerned about their role The paper concludes by reflecting on the open badge as a formative instrument for providing the learner with an indication of progress and achievement

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The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses

This report presents research and evaluation undertaken by the OULDI-JISC Project (Open University Learning Design Initiative JISC Project) between 2008 and 2012. In particular, it considers the impact of new curriculum design tools and approaches piloted by the project on institutional processes and design cultures. These tools and approaches include tools for sharing learning design expertise (Cloudworks), visualising designs (CompendiumLD, Module Map, Activity Profile) and for supporting design and reflection in workshops (Facilitation Cards, workshop activities, etc.). The project has adopted a learning design approach so as to help foreground pedagogy and learner experience. Nine pilots have been completed across six UK universities.

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Rebecca Galley

Papers

Frameworks for Understanding the Nature of Interactions, Networking, and Community in a Social Networking Site for Academic Practice

Cloudworks as a 'pedagogical wrapper' for LAMS sequences: supporting the sharing of ideas across professional boundaries and facilitating collaborative design, evaluation and critical reflection

Final Project Report of the OULDI- JISC Project: Challenge and Change in Curriculum Design Process, Communities, Visualisation and Practice

The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses

OULDI-JISC Project Evaluation Report: the impact of new curriculum design tools and approaches on institutional process and design cultures