Why not publish in the Journal of Learning for Development (JL4D)? Why not, indeed!
| Saturday, April 08, 2017
|Publishing open education in open journals has many advantages. For instance, people are less likely to call you a hypocrite...or so I hope.
Are you interested in the developing world or open education? MOOCs? Are you new in your career? Are you an oldtimer with much wisdom and knowledge? Are you just looking for a journal to publish in? Well, then, try the relatively new
journal called the Journal of Learning for Development (JL4D): http://www.jl4d.org/index.php/ejl4d. This journal comes from the Commonwealth of Learning (COL) in Vancouver. My fantabulous friend Sanjaya Mishra from COL is one of the lead people on it. Thanks Sanjaya (see his COL bio)!
My most excellent colleague, Mimi Lee from the University of Houston, and I have a mixed methods research article in the current issue if JL4D that came out last week. It is open access.
Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and
challenges of self-directed informal learners in open educational
environments and MOOCs. Journal of Learning for Development, 4(1),
36-57. Retrieved from http://jl4d.org/index.php/ejl4d/article/view/195/188.
The article stems from research on informal and self-directed learning that I conducted with participants to my MOOC with Blackboard several years ago. It is great to have this research published finally. I have informed my friends at Blackboard as well as my former TAs who helped with this project. They are all delighted.
You might want to explore the Table of Contents (TOC) for that entire issue (or here). Below is the title, abstract, and keywords from that article:
Achievements, and Challenges of Self-Directed Informal Learners in Open
Educational Environments and MOOCs
Abstract: This research
targeted the learning preferences, goals and motivations, achievements,
challenges, and possibilities for life change of self-directed online learners enrolled
in a massive open online course (MOOC) related to online teaching hosted by
Blackboard using CourseSites. Data collection included a 40-item survey of which 159 MOOC respondents
completed the close-ended survey items and 49 completed the 15 open-ended
survey items. Across the data, it is clear that self-directed online learners
are internally motivated and appreciate the freedom to learn and choice that
open educational resources provide. People were also motivated to learn
informally from personal curiosity and interest as well as professional growth
needs and goals for self-improvement. Identity as a learner was positively
impacted by informal online learning pursuits. Foreign language skills as well as global,
environmental, and health-related information were among the most desired by the
survey respondents. The main
obstacles to informal online learning were time, costs associated with
technology use, difficulty of use, and lack of quality. Qualitative results, embedded
in the findings, indicate that self-directed learners take great pleasure in
knowing that they do not have to rely on others for their learning needs.
Implications for instructional designers are offered.
educational resources, open education, informal learning, massive open online
courses (MOOCs), self-directed learning, intrinsic motivation.
"This journal provides immediate open access to its content on the
principle that making research freely available to the public supports a
greater global exchange of knowledge. By making all articles available
under a CC-BY-SA license, the Journal of Learning for Development allows its authors
to enter into separate, additional contractual arrangements for the
non-exclusive distribution of the journal's published version of the
work (e.g., post it to an institutional repository or publish it in a
book), with an acknowledgement of its initial publication in this
journal. Readers can copy and distribute the published work in any
medium and format; remix, transform, and build upon the work as long as
the original author (s) and the Journal of Learning for Development are attributed, and the derivative is released under CC-BY-SA license."
"The Journal of Learning for Development provides a forum for the
publication of research with a focus on innovation in learning, in
particular but not exclusively open and distance learning, and its
contribution to development. Content includes interventions that change
social and/or economic relations, especially in terms of improving
JL4D publishes research articles, book reviews and reports
from the field from researchers, scholars and practitioners, and seeks
to engage a broad audience across that spectrum. It aims to encourage
contributors starting their careers, as well as to publish the work of
established and senior scholars from the Commonwealth and beyond."
You might give this journal a try. Please let me know if you do. And let me know what you think about the new publication from Mimi and I in the current issue of the JL4D. You might read this article. In it, you will see that lives are being changed by newly open online educational resources, courses, and other exciting initiatives.
Labels: Blackboard, COL, Informal Learning, intrinsic motivation, Journal of Learning for Development, MOOCs, OER, online learning, open education, Sanjaya MIshra, self-directed learning
Reawakening the Monster Syllabus for Spring 2017: Emerging Learning Technologies for All
| Friday, December 30, 2016
|As per usual, I've been working a bit during winter break. Good news....I guess. The spring of 2017 version of the famed "Monster Syllabus" for R678 Emerging Learning Technologies has been reawakened, revived, and rejuvenated, is now available for anyone to explore, use, share, expand, debate, etc. While it had expanded to 75 pages a few years ago and then contracted to something much more reasonable last year. Much has been added in from the happenings of the past year and a few things revived from prior semesters. For the spring of 2017, the monster now stands at a mere 63 pages.
I added back in augmented reality, virtual reality, and gaming; which I had deleted a couple of years ago. I also found many new research articles and news items (i.e., tidbits). And I included a bit on artificial intelligence to the end of the course (for possible mainstream addition next time). See below for links to the 16 designated weeks of the course.
Direct Navigation Links:
Skip to Week 1. (January 9) Introduction to the Open World: Visionaries and Visions
Week 2. Alternate Reality Learning: AR, VR, Gaming, and Simulations (Explore Week #1)
Week 3. The Sudden Explosion of E-Books and E-Book Readers
Week 4. The Expansion of Blended and Fully Online Learning
Week 5. Extreme, Nontraditional, and Adventure Learning
Week 6. Open Educational Resources (OER) and OpenCourseWare (OCW)
Week 7. Open Education and Massive Open Online Courses (MOOCs)
Week 8. More MOOCs and Open Education Around the World
Week 9. Motivation in Informal and Self-Directed Online Learning
Environments (including online language learning) (Explore Week #2)
Week 10. Connectivism, Social Media, and Participatory Learning
Week 11. Wikis, Wikipedia, Wikibooks, and Collaborative Writing (Explore Week #3)
Week 12. Shared Online Video and Audio (Explore Week #4)
Week 13. Flipping the Classroom
Week 14. Interactive, Global, and Collaborative Learning (including learning spaces, etc.)
Week 15. Mobile, Wireless, and Ubiquitous Learning
Week 16+. Networks of Personalized Learning and AI Agents
I have been teaching this course for more than a quarter century. It has evolved from a course mostly about the psychology of learning with technology to one that discusses a series of prominent technology tools and resources. There are dozens and dozens of articles, videos, websites, technology tools, e-books, etc., just waiting for you to explore in the spring 2017 syllabus. In addition, you can explore every prior syllabus (see the Web links below). Much more is in the monster syllabus itself. See first link below for the latest incarnation of the monster.
I look forward the spring class. Anyone is welcome to sit in. It is on Monday nights at 7:00-9:45 pm in Room 2101 of the Indiana University (IU) School of Education. Stop on by. If you do, perhaps you will be seeing monsters in your sleep.
Sample Prior P600/R685/R678 Syllabi:
- Spring 2017: http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2017.htm
- Spring 2016: http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2016.htm
- Spring 2015: http://php.indiana.edu/~cjbonk/Syllabus_R678_Spring_of_2015.htm
- Spring 2013: http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2013.htm
- Fall 2012: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2012.htm
- Spring 2012: http://php.indiana.edu/~cjbonk/Syllabus_R685_Spring_of_2012.htm
- Fall 2011: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2011.htm
- Fall 2010: http://mypage.iu.edu/~cjbonk/Syllabus_R685_Fall_of_2010.htm
- Fall 2009: http://php.indiana.edu/~cjbonk/Syllabus_R685_Fall_of_2009.htm
- Fall 2008: http://mypage.iu.edu/~rwadholm/R685/Syllabus_R685_Fall_of_2008.htm
- Fall 2007: http://php.indiana.edu/~cjbonk/R685-Fall-2007.htm
- Fall 2005: http://mypage.iu.edu/~cjbonk/syllabus_p600_and_r685_fall_of_2005.htm
- Fall 2003: http://php.indiana.edu/~cjbonk/p600syl2.htm
- Fall 2002: http://mypage.iu.edu/~cjbonk/Syllabus--2002.html
- Fall 2001: http://php.indiana.edu/~cjbonk/P600-R685-2001.htm
- Fall 1999: http://php.indiana.edu/~cjbonk/P600-R685-1999.htm
- Fall 1997: http://php.indiana.edu/~cjbonk/P600-R685-1997.htm
- Spring 1995: http://php.indiana.edu/~cjbonk/P600-R685-1995.htm
- Fall 1990: http://travelinedman.blogspot.com/2012/09/the-evolution-of-monster-22-years-of.html
By the way, back in September 2012 (a little over four years ago), I made a blog post that included more of the history related to this course. Feel free to explore it. If you do, you can see what topics were hot back in 1990…some of which remain important today. Perhaps in three or four more years (i.e., the Year 2020), I will provide another glimpse of the history of this course. Perhaps it will have a another new and improved title. And perhaps someone else will be teaching it. Time will tell.
Labels: AR, blended learning, emerging learning technologies, learning technologies, massive open online courses, mobile learning, monster syllabus, MOOCs, OCW, OER, online learning, VR