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PBLO-B - Coggle Diagram
PBLO-B
QUESTIONS
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If connectivism and an open educational system are based on learning from colleagues/peers, is the learning only as rich as the community of learners' skills, perspectives, knowledge base?
Fully open learning communities are free and accessible; how does no funding translate into effective assessment?
Is it more beneficial to have a more balanced approach? For example some structures and direction in place, with access to OERs as well?
Pedagogical dimensions
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Nascrimbeni et al (2018) Analyzed these taking into account three levels of compliance to meet the diversified needs of the users:
Medium: when the resource and practice reach a average level of effectiveness, efficiency and satisfaction for end-uses.
Low: when the resource and practice reach a minimum level of effectiveness, efficiency and satisfaction for end-uses.
High: when the resources and practice reach the highest level of effectiveness, efficiency and satisfaction for end users
OPEN EDUCATION
Open Education Resources
With open source information, knowledge is no longer controlled by a person or an institution. Kop (2011) identifies that information is now accessible anytime anywhere without the dependence on an institution, library or educator.
When UNESCO established Open Education Resources in 2002, the intention was to engage researchers and educators to collaborate and develop resources that would be available globally to all leaners as an information source (UNESCO, 2002; UNESCO, 2007).
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Open Technology
Web 3.0 (Foroughi, 2015) describes the evolution in technologies whereby learning will be impacted in terms of knowledge management and acquisition. Technologies will take Web 2.0 (emphasizing human connection and social aspects) and combining technologies that improve the access to and avenue of collaboration among learners.
Learners actively employ and experience the technologies, conventions, and practices of the “real”
digital world rather than a model environment constrained to a single application. The learnerfacing part of the OERu’s NGDLE is constantly evolving, which is also a characteristic of a thriving
ecosystem, rather than being a fairly static environment. Figure 1 shows the current set of the
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Does Constructivism play a part in OER's? Driscoll (2000), Downes (2005), Alexander (2006) and Anderson (2007) all note that within constructivist learning, learners actively and proactively create knowledge for themselves based on their lived experiences as well as learning gained from peers.
