e-learning higher education Open Social Learning social networks Facebook action
Universitat Oberta de Catalunya Open University of the Netherlands Brigham Young University
Rodera, Ana Mª; Aguado, Gemma; Gil, Eva Patricia et al.(2010). The FaceUOC Project: An Open Social Learning experience by the Open University of Catalonia. In Open Ed 2010 Proceedings. Barcelona: UOC, OU, BYU. [Accessed: dd/mm/yy]. <http://hdl.handle.net/10609/4848>
The possibilities and expansion of the use of Web 2.0 has opened up a world of possibilities in online learning. In spite of the integration of these tools in education major changes are required in the educational design of instructional processes.
This paper presents an educational experience conducted by the Open University of Catalonia using the social network Facebook for the purpose of testing a learning model that uses a participation and collaboration methodology among users based on the use of open educational resources.
- The aim of the experience is to test an Open Social Learning (OSL) model, understood to be a virtual learning environment open to the Internet community, based on the use of open resources and on a methodology focused on the participation and collaboration of users in the construction of knowledge.
- The topic chosen for this experience in Facebook was 2.0 Journeys: online tools and resources. The objective of this 5 weeks course was to provide students with resources for managing the various textual, photographic, audiovisual and multimedia materials resulting from a journey.
- The most important changes in the design and development of a course based on OSL are the role of the teacher, the role of the student, the type of content and the methodology:
- The teacher mixes with the participants, guiding them and offering the benefit of his/her experience and knowledge.
- Students learn through their participation and collaboration with a mixed group of users.
- The content is open and editable under different types of license that specify the level of accessibility.
- The methodology of the course was based on the creation of a learning community able to self-manage its learning process. For this a facilitator was needed and also a central activity was established for people to participate and contribute in the community.
- We used an ethnographic methodology and also questionnaires to students in order to acquire results regarding the quality of this type of learning experience.
- Some of the data obtained raised questions to consider for future designs of educational situations based on OSL:
- Difficulties in breaking the facilitator-centred structure
- Change in the time required to adapt to the system and to achieve the objectives
- Lack of commitment with free courses
- The trend to return to traditional ways of learning
- This experience has taught all of us that education can happen any time and in any place but not in any way.