Comments on: Learnsourcing http://blogs.oregonstate.edu/instructionaldesign/2009/06/26/learnsourcing/ OSU Faculty Blogging about Instructional Communications Fri, 20 Nov 2009 21:01:54 -0800 http://wordpress.org/?v=2.8.5.2 hourly 1 By: Mark Anderson-Wilk http://blogs.oregonstate.edu/instructionaldesign/2009/06/26/learnsourcing/comment-page-1/#comment-1004 Mark Anderson-Wilk Wed, 14 Oct 2009 15:43:22 +0000 http://blogs.oregonstate.edu/instructionaldesign/?p=416#comment-1004 Rob, thanks for the comments. Good points. Rob, thanks for the comments. Good points.

]]> By: Rob Jacobs http://blogs.oregonstate.edu/instructionaldesign/2009/06/26/learnsourcing/comment-page-1/#comment-999 Rob Jacobs Wed, 14 Oct 2009 01:28:14 +0000 http://blogs.oregonstate.edu/instructionaldesign/?p=416#comment-999 Mark, hadn't considered that students themselves are a "crowd" that could be leveraged for their own benefit as well as the school and teacher. This had got me thinking. The "crowd" of students is a rich source of different ways to approach problems, questions, etc. The crowd of students would bring a tremendous amount of cognitive diversity that other students could tap into to learn from. The crowd of students is more likely to produce multiple unique perspectives that might aide the lone student who is looking for understanding of subject matter. Hmm..interesting. The more approaches to learning the are created by the crowd, the more likely is for all students to find a nugget that they can glean some insight or learn from and in a way that matches their unique learning style. Mark, hadn’t considered that students themselves are a “crowd” that could be leveraged for their own benefit as well as the school and teacher. This had got me thinking.

The “crowd” of students is a rich source of different ways to approach problems, questions, etc. The crowd of students would bring a tremendous amount of cognitive diversity that other students could tap into to learn from. The crowd of students is more likely to produce multiple unique perspectives that might aide the lone student who is looking for understanding of subject matter. Hmm..interesting.

The more approaches to learning the are created by the crowd, the more likely is for all students to find a nugget that they can glean some insight or learn from and in a way that matches their unique learning style.

]]> By: Mark Anderson-Wilk http://blogs.oregonstate.edu/instructionaldesign/2009/06/26/learnsourcing/comment-page-1/#comment-163 Mark Anderson-Wilk Mon, 29 Jun 2009 15:22:05 +0000 http://blogs.oregonstate.edu/instructionaldesign/?p=416#comment-163 Tony, thanks for the comments. Yes, a version of this is happening already with standard Web 2.0 tools. As you suggest, one of the challenges is getting enough and the right kind of participation to make it meaningful. Perhaps incentives could be used to encourage contributions; for example, organizations that charge fees for e-learning courses could issue credits for those who have actively and constructively contributed. But I'm also suggesting ratcheting up the type of user contributions. For example, short text comments from users are common on many sites. There is a lot more potential for video commentaries and case demonstrations. Also, it seems a lot of user contributions are not much more than personal reactions (I know there are exceptions to this). I'm imagining a richer layer of contribution--where users extend the utility of material, develop learning objects useful to fellow learners, provide visual, real-world applications of knowledge, etc. If these "users" are students in a course, they could be required to submit some of these materials as assignments. But even in open, blog-based learning environments, users should be encouraged to provide responses in a variety of media, not just text. Tony, thanks for the comments. Yes, a version of this is happening already with standard Web 2.0 tools. As you suggest, one of the challenges is getting enough and the right kind of participation to make it meaningful. Perhaps incentives could be used to encourage contributions; for example, organizations that charge fees for e-learning courses could issue credits for those who have actively and constructively contributed. But I’m also suggesting ratcheting up the type of user contributions. For example, short text comments from users are common on many sites. There is a lot more potential for video commentaries and case demonstrations. Also, it seems a lot of user contributions are not much more than personal reactions (I know there are exceptions to this). I’m imagining a richer layer of contribution–where users extend the utility of material, develop learning objects useful to fellow learners, provide visual, real-world applications of knowledge, etc. If these “users” are students in a course, they could be required to submit some of these materials as assignments. But even in open, blog-based learning environments, users should be encouraged to provide responses in a variety of media, not just text.

]]> By: Tony Karrer http://blogs.oregonstate.edu/instructionaldesign/2009/06/26/learnsourcing/comment-page-1/#comment-160 Tony Karrer Sat, 27 Jun 2009 12:55:04 +0000 http://blogs.oregonstate.edu/instructionaldesign/?p=416#comment-160 Isn't your idea being done constantly via blogs, social networks, etc.? It can be challenging to get critical mass of respondents around a particular question or issue - so maybe you are talking about focusing the discussion? Isn’t your idea being done constantly via blogs, social networks, etc.? It can be challenging to get critical mass of respondents around a particular question or issue – so maybe you are talking about focusing the discussion?

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