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Envisioning A Cohesive Open Educational Learning System (COELS)

Executive Summary

I originally posted this just to get all the threads I'd been seeing around an open educational system together in one place. I had hoped by doing that, people could start to see the connections of how such a system might fit together. The amount of new ideas and refinements that have been added by the Google + community have been incredible.

I think a Cohesive Open Educational Learning System (COELS) is about people getting just-in-time information automatically delivered to them via any device when they need it. Because the content would have been updated and vetted by a vast community it would be absolutely up-to-date, accurate and relevant. Because industry would have contributed to learning objectives based on needed skillsets, people would be able to get certification, mentoring and internships and be able to go to work as soon as they finish a learning sequence. Because it would be open there would be no exorbitant charges for people to access this information (or in the case of Elsevier their own content.) Because it would contain the knowledge of our greatest thinkers in addition to the wisdom of crowds it would change the world.

I had envisioned this as all open source with the Learning Registry as a central repository for Learning Resources Metadata Initative (LRMI) tagged content with support for API/hooks into and out of proprietary systems like Blackboard.

With Massive Open Online Courses (MOOCs) we could use the analytics to track students over time, provide individualized scaffolding and support with low stakes Q&A +James Salsman +Martin Dougiamas both online and in-person perk for the f2f Stanford contingent +Howard Rheingold , not to mention the networking opportunities and individualized interactions possible with Ed Roulette +Mike Caulfield then publish it out to an ePortfolio +Helen L. Chen students could take with them after graduation. The ideal system would also support peer-reviewed publication for scholarly content +Elijah Meeks that could then be used in the curriculum and institutional repository, Electronic Theses and Dissertations Hannah Frost.

See +Luis von Ahn TED Talk on Massive Scale online collaboration: With 160k + enrollments, crowd sourcing on this type of research could be incredible. G+ hangouts with luminaries in the field, synchronous or asynchronous communication for those who are shy about participating in a large group setting...VERY large group setting.

Using eTextbooks /digital interactive apps would make it more effective with a mobile learning option All the data would be LRMI tagged with paradata that would send content to subscribers who could use it most. +Cable Green describes this scenario

Localization teams could also work with various local instructional technologists and training staff to tailor content and language for local cultures. (Thanks +Harring Figueiredo )

Ideally, this could be funded via one or more foundations ( Gates, Mellon, Hewlett ?)

The questions raised about actually operationalizing from here are crucial:
How the business model could work here ?
Who are the stakeholders and decision makers ?
Who provides/sources funding ?
Is there a plan to bring all of the Open Source material to one center ?

(Thanks +Eileen O'Duffy )

We're collaborating with +Gregory Esau and the the #Glia circle

What are we missing? What is mission critical? What is feasible with existing infrastructure? What do we have to build ?

Special thanks to +Ryan Crowe sorry for monopolizing your thread.

It's been a huge help for me in organizing my thoughts/stream of consciousness:

It was a great exercise to try and organize everything from all the G+ posting I've been doing the last couple of weeks while researching around the idea of an open educational system.


Massive Online Collaboration
+Luis von Ahn TED Talk

Massive Open Online Courses

MOOCs at Stanford

+Peter Norvig and Sebastian Thrun's Fall 2011 Artificial Intelligence Class
(Please use Chrome or Safari to view timecode links.)


Free, online courses from Stanford, Princeton, University of Michigan and University of Pennsylvania, Georgia Tech, Duke University, University of Washington, Caltech, Rice University, University of Edinburgh, University of Toronto, EPFL Lausanne (Switzerland), Johns Hopkins University (School of Public Health), UCSF, University of Illinois Urbana-Champaign, University of Virginia.



EdX is a joint partnership between The Massachusetts Institute of Technology (MIT), UC Berkeley and Harvard University to offer free online learning to millions of people around the world.

Pedagogical/Andragogical Methodologies

Digital Media Learning
Read the comments. Robert Talbot and +Derek Bruff have added some especially thoughtful insights .

Next Generation Teaching and Learning (+Bryan Alexander )

+Howard Rheingold

+claudia engel +Jeremy Sabol
iTunesU, iBooks, and the Future of Teaching
+Kenneth Romeo
+Daphne Koller

Ed Roulette Wire Frame Walk Through
+Mike Caulfield +Jim Groom +Tim Owens

Hasso Plattner Institute of Design at Stanford University

Open Educational Resources

Metadata Standards
Learning Resource Metadata Initiative
Metadata & Paradata (data about how content was used

Capture Platforms + Repositories?
OpenCast Matterhorn
Kaltura (.edu's are using SaaS or on-prem not community version)

Collaborative Learning Environments (Stanford CourseWork (Stanford MOOCs - currently no integration with CourseWork)

Platforms for Sharing
Open Classroom (Stanford MOOCs - currently no integration with CourseWork)
The Open University
Social Media Classroom
Learning Registry
Open Course Library
CUNY Academic Commons
iTunes U
Entrepreneurship Corner
Open Content Archive (via +Nathan Finley )
Scholarly Communication Institute
Open Academic Analytics Initiative (OAAI) (via +John Whitmer )

Learning Analytics
Khan Academy software: +salman khan

ASU & Knewton adaptive learning platform

Learning Resources Metadata Initiative

Learning Registry

Open Educational Resources: Access, Impact, and Sustainability Through Policy

+Cable Green
Director of Global Learning
Creative Commons

& Joel M. Smith
CIO and Vice Provost
Carnegie Mellon University

eTextbooks (thanks +Jeff Jockisch )

Digital Interactive Apps

TED Talk with the Push Pop Press developer

Challenge is that Facebook acquired Push Pop more titles and no more sharing of publishing platform. All proprietary now to FB.

M.I.T. Expands Free Online Courses, Offering Certificates (Thanks to +Phil Wagner for sharing this)

MITx: The Next Chapter for University Credentialing? | Inside Higher Ed

Openness: Decoupling the Future to Radically Improve Access to Education
(ID: LIVE1128). Moderator: Diana Oblinger (EDUCAUSE).
Speaker: +David Wiley (Brigham Young University).

The idea of openness, popularized by open source and open educational resources, pertains to more than just software and textbooks. In this session, we will briefly explore issues related to the affordability and availability of higher education, examine how the principle of openness is already making concrete improvements in these areas, and discuss future models for radically improving access suggested by current trends.

Learning objectives could include support for consulting with industry to determine baseline skillsets for entry level and beyond. Get certified, badges?

Mozilla Open Badges Project

Mozilla is exploring badges as an alternative pathway to accreditation and credentialing. It includes the development of a broad and open infrastructure that can support the growing badge ecosystem and let learners create a living transcript of skills and achievements.

Mobile Learning

15 Education And Learning Startups You Need To Know

Top 10 Ed-Tech Trends of 2011
Thank you +Audrey Watters for all your insightful views on Ed Tech.
Your articles on, Edutopia, O'Reilly Radar, and KQED's MindShift are fantastic resources.
Plus we get a bonus when you post comments on G+
Your articles are the source of much of my shared content in G+

Google Augmented Reality Glasses Could Come Soon, What Would They Mean?

Imagining the Future of Higher Education
+Kenneth Romeo
Stanford Academic Technology Specialist

Thoughtful analyses and strategic thinking. The best part is that he writes it all down and shares it

New Media Consortium

NMCTab list is also a fantastic resource for ideas, tips, recommendations and finding collaborators.


EDUCAUSE Learning Initiative (7 Things You Need to Know...)

Professional Development/Training
Social Media Classroom
Ripple Training
Hack the Future:

EDUCAUSE Learning Initiative
New Media Consortium

+Tara McPherson

Community (still working on populating content)

Thanks and I'd love to hear feedback. I'm sure there are some things missing.

Please feel free to share but I'd appreciate if you would refer folks back to this post ( for commenting and suggestions for improvement so we can keep everything consolidated.

Birgitta Edberg's profile photoJan Friman's profile photoinez blafla's profile photoLaura Gibbs's profile photo
I love it - it's a mini-compendium of great thoughts and resources for people looking for online education - thanks +Kimberly Hayworth
Great! Thanks so much. I'd love to share this as widely possible to get feedback. There are so many experts in the field that I don't know personally and who know much more about the subject matter. They also would know how to get an open interoperable system developed.
Thank you for putting it together! It's great to take a peek at and learn about "the lay of the land" in online education!!
Thanks but I'm by no means an expert. I was just pulling some threads together. I'm hoping that the real pros can tell me if I'm on the right track and what I'm missing.
Is it OK to use bitly links? Some of the URLS are extremely long.
I'm a little concerned that if bitly goes under it will take my real URLs with it. Just like magnolia and my bookmarks.
ahh...wish I would have known that before. You guys are incredible.
Here's an additional blog post regarding Open Education. It's a compelling read, and the author suggests a number of reasons why open education could reach mainstream soon. Also, Dr. Chuck chimes in with a nice comment!
This is very helpful, Kimberly - many thanks for pulling so many threads together in one place.
This is a great series of resources, and I love how you are trying to imagine how the interaction and individually controlled portfolio of student's work might look. I am very interested in these things, and one thing Mike Caulfield has written about, and might be really interesting to experiment with at Stanford given the insane scale of your MOOCs is a kind of Chatroullette for interaction, peer 2 peer learning etc. He calls it eduroulette, and I would take a look at his ideas here:
Thanks for the resources
A wonderful collection. Thanks for compiling and sharing. Some familiar faces and many new ones. Will definitely be looping back through this list post-holidays.
Thanks for all your kind words and great feedback...but this really was and (hopefully will continue to be :) a group effort. [Case in point: Jim, I'll add the Ed Roulette link...that's important functionality that I was missing. I appreciate your passing that link along.]

I've been in research mode for so long now (as partially evidenced by the prolific posts that it was such a relief to get a chance to sit back and let it coalesce into a cohesive idea/list. I am so fortunate to work at Stanford. Just being able to chat with collleagues who so generously share their ideas like +Kenneth Romeo +Elijah Meeks (unfortunately a former colleague now...+Kenneth Chan ) +Marcelo Clerici-Arias +Beth McCullough and the entire Academic Technology Specialist program as well as our extended academic technology community on campus +Richard Haukom +Brian Tobin in the professional schools make all the difference. In the libraries our amazing leadership +Mike Keller +Richard Holeton +Makoto Tsuchitani Richard Webber have vision and an enthusiastic willingness to support innovation.

I'm just excited to be able to contribute. This G+ community, our Sakai/Kaltura core group +David Hirsch +Lou Rinaldi Jama Coartney Trish Gordon and David Germano, the NMC tab folks and EDUCAUSE/ELI and the video in higher ed crew +kris brewer +Zohar Babin and Video & Multimedia Group +Forrest Glick +Bruce Boyd are all incredibly knowledgeable and generous about sharing expertise, resources, time and (in Yale and UVa's case) code.

Before Google +, I just posted to a few lists and didn't really share much...I've clearly gotten over that now. I'm looking forward to collaborating with all of you.

I hope we can actually make a cohesive open educational learning system a reality.

just to be clear the eduroulette is more an idea for scaling interaction with huge MOOCs rather than a concrete reality. Mike was hoping others would like the idea and develop it some how. We have it part way there, but it is not workable as of yet. Think of it more as a possibility than a reality :)
Ahh...would G+ be a good place to make a pitch to some developer/engineer types? Maybe someone would have some cycles to help. My super power seems to be bug finding ;) so I'd be happy to be a beta tester if we can find a coder.
+Jim Groom Technically (in the sense of "well, actually" ;)...this whole open ed learning system at least as a holistic, integrated, interoperable thing doesn't exist yet either.
+Jim Groom Just finished watching the 5 minute Ed Roulette wire frame walkthrough It's incredible! The presenter's enthusiasm for the project is infectious :) I love the idea of having 1:1 interactions on every question when you're in a class of 160,000. The points you make about cohort building, learning to build core skills of critical dialog, self-expression and just learning how to disagree agreeably (as you guys put it :) are key. The fact that you can be speaking to folks from all over the world is also great for learning about interacting appropriately with and respecting those from diverse backgrounds. I am soo ready to be a beta tester when you've got something. Heck, I'll do alpha testing (and I had sworn I would never do alpha testing again.) Sign me up.
+Jim Groom Ed Roulette would be great for our Program in Writing and Rhetoric ('s all about being persuasive. I love the game component aspect of the peer round timed 1:1 conversations while you give your rationale for the answer (and theoretically attempt to persuade the person to your side). Having the facilitator come in with explanations is great...especially if it turns out the pair needs a mediator ;)
+Kimberly Hayworth Thank you! I think you just did more to make this a reality than maybe Jim or I or Tim Owens have in the past couple months.

Are you at all involved with the Open Learning projects over there? Oh, and do you know Amy Collier, the new hire in that department? I think she's due to start there pretty soon, definitely introduce yourself when she gets there, she's good people.
Thanks should go to you and the team, +Mike Caulfield ! Ed Roulette is incredible. Not just the tool but the pedagogies and the interactions it facilitates. Great stuff!

Sorry to say that I actually have nothing to do with Open Learning projects. Mainly work with faculty on multimedia projects as well as our Kaltura pilot, iTunes U community. So when I say I'm not an expert...I'm really not an expert on this stuff. Just saw the possibilities while talking with folks and going back through the G+ streams.

I don't know Amy but will look her up when she arrives. Looking forward to working with her. Stanford is awesome.

Let me know if there's anything else I can do to help you, +Jim Groom +Tim Owens out. I was serious about the super power is bug finding :)
Wow, this is an impressive post full of great resources, Kim! But you know mainly I wanted to comment to clarify that I'm "unfortunately a former colleague now" because I'm no longer in academia, not because I'm six feet under. ;]
Thanks Kenneth! Sorry...I didn't want to be misleading. We miss you though!
great post ... +Dan O'Shea pointed this out to me. Great stuff. I run SiliconANGLE Labs a media research lab and one of my projects is - we are evaluating using social nets and big data to create an uber education search engine .. cc +Vic Gundotra yes a search engine cc +Larry Page --Google + is perfect for this and we are looking for collaborators...

Dan O
+Kimberly Hayworth I really enjoyed our brief chat today! (something went wrong with the phone line however, and it went dead at the end. I tried to re-dial you and got voice mail)). In any event, this makes perfectly good sense to me, as someone who has been around this space for quite a while You definitely have a lot of interesting insights, and a boat load of enthusiasm! The key is developing an action plan and properly resourcing it. Otherwise, you run the risk of developing yet another good idea that doesn't take hold. Google would be a perfect fit as a lead sponsor IF they really want to make a splash in the education space. Sure, they currently offer applications and Chromebooks to higher education, but they could be doing SO much more, with a project like this that ties together each of the things they are currently doing in the higher and professional education space (K12 is a different animal, requiring its own approach). The major concern I see is finding appropriate financial support, whether through Google or another organization or foundation that sees the untapped potential of unleashing technology-assisted education on a global scale. Kimberly, you have started the ball rolling here, so let's work together closely to make this a reality. I'm in this with you! Let's connect for followup on a regular basis, shall we?
+Dan O'Shea I'm so sorry. AT&T and iPhones in Palo Alto are not an ideal combo. Thanks so much for your insights. I'm very much looking forward to collaborating with everyone on trying to find the best way forward.
+John Furrier Thanks! That's such great news. I'm just trying to get the right folks together. Can't wait to see what happens.
Dan O
+John Furrier You make an excellent point about the importance of search engines in education. A few years ago, I engaged +Peter Norvig in a very brief discussion about this. In a nutshell, the emphasis in search has been on the process itself, rather than what could be done with the process. For example, in teaching MBA finance, I have never had a student make good use of a search engine. When studying "net present value", for example, Google Search offers me definitions and 2,430,000 results, Youtube 725 results, and Google Scholar 78,600 results... none of which these students actually use.

But imagine a world in which the search engine was both user and domain aware. It would know that I'm a student taking Finance 535 between January and March 2012, and instead of providing me with irrelevant materials, it passed my login credentials through the university to the publisher, McGraw-Hill, to link me to my textbook definition (which is directly relevant to my situation), together with a link to textbook ancillary materials such as a NPV video from the text. It could also suggest self testing materials and offer to calculate problem examples (yes, Google can perform calculations!).
+Kimberly Hayworth Thanks for putting this very comprehensive overview together. I’ve bookmarked the post and am still dipping in and out of it and following through on links etc. I’ve worked with both open source and private commercial online education projects over the last 12 years or so. I’d like some idea of how the business model could work here. For example, who are the stakeholders and decision makers? Who provides/sources funding? Is there a plan to bring all of the Open Source material to one centre? Or is this about spreading awareness and continuing to develop the terrific range of Open Source material, classes etc on offer?
What does Cohesive Open Educational Learning System really mean? I am trying to simplify the idea as to create a meaningful circle, a type of circle algorithm.
+Eileen O'Duffy Thanks Eileen. I originally posted this just to get all the threads I'd been seeing around an open educational system together in one place. I had hoped by doing that, people could start to see the connections of how such a system might fit together. The amount of new ideas and refinements that have been added have been incredible. The questions that you raise about actually operationalizing from here are crucial. I had envisioned this as all open source with the Learning Registry as a central repository for LRMI tagged content with support for API/hooks into and out of proprietary systems like Blackboard. Ideally, this could be funded via one or more foundations (Gates, Mellon?) We're collaborating with +Gregory Esau and the Taking Back Our World Team through the Glia circle We'd love to have you onboard :)
+Trevor Seaman I think a Cohesive Open Educational Learning System (COELS, first time I've typed that acronym ;) is about people getting just-in-time information automatically delivered to them via any device when they need it. Because the content would have been updated and vetted by a vast community it would be absolutely up-to-date, accurate and relevant. Because industry would have contributed to learning objectives based on needed skillsets, people would be able to get certification, mentoring and internships and be able to go to work as soon as they finish a learning sequence. Because it would be open there would be no exorbitant charges for people to access this information (or in the case of Elsevier their own content.) Because it would contain the knowledge of our greatest thinkers in addition to the wisdom of crowds it would change the world.
Great acronym, I love acronyms, but they do pose as a learning obstacle for people trying to learn new things, especially when an author/speaker misuses them. The general rule with new acronyms is to expand them somewhere in the text (usually at the beginning). I like what you are doing, Great Work and will create a Cohesive Open Educational Learning System COELS circle.
+Trevor Seaman thanks so much Trevor! I was a little unsure if "Educational Learning" system were a bit redundant? If nothing else I suppose it reinforces the concept ;)
+Eileen O'Duffy Eileen. I deleted your comment as I've cleaned up this thread. It would have been out of context (Poor +Trevor Seaman if I had left it in ;) That's the great thing about open source and Google + in particular. I have complete control and can keep things on topic by moderating and/or blocking users if (unfortunately) necessary.
I should like to add my gratitude for the resource; and to add that I am a pioneer: I have been teaching college online full-time for ten years and had to start from scratch (no curating, because no content)! What I developed in parallel is a way to teach exploratory courses online that work very well, and maybe work better than land-based classes. (What I mean by "exploratory" is that you are not giving answers, you are prompting questions.) It took every brain cell I have and ten years of my life and if there is anyone who knows anyone who can help me "code" my system so I can share it and support myself going forward while improving online education, I sure would appreciate it. I want to also add that I have tried twice to start up an international online university, the last time with The Peace Palace which is sponsored by The Carnegie Foundation. Using my system and the best practices now developed (see Ruth Clark, et al), I could have the whole thing set up in six months with Google as the IT department (they give their help for free to universities), and a content provider (I had one that originally offered to give me his (at least 20 million dollars worth of) video lectures for free, but I think now I would have to buy them (he has since departed)). (The project fell apart because, frankly, the idea was too early in the arc of consciousness of what is possible. This, by the way, would be a REAL university with accreditation, professors, etc., and would need backers to fund it. I cannot see why the U.S. government would not back it since international education would decelerate violence world-wide faster than anything else we could do!)
+Meg Tufano Thanks for your comments. We're in the process of exploring options for how best to move this proposal forward. It would be great to get more information about your initiatives.
Initial reactions:
In the process of trying to comment on this, it quickly became clear that this proposal has many parts and it would probably help to separate them out into distinct projects. Just thinking about a system for adding metadata to educational resources would probably be a daunting task in and of itself. Whether to store them in one repository or have them in multiple places, including existing stores like Merlot, Connexions, etc. is a separate but important question. MOOCs, low stakes Q&A, learning analytics, and Ed Roulette all seem to fit into one concept, but eTextbooks and ePortfolios are a bit more general. Of course all of these could work together, but it might be better to break them up so that each one becomes more manageable. That said, it is important to keep them together under the umbrella of a common vision.
Online education:
In general, one big problem about online education for teachers is that it is really difficult to manage student motivation. Unfortunately, the processes by which a teacher instills and manages motivation in students are very diverse, abstract, and almost impossible to document. However, one thing that is very clear is that in most cases, the less contact a teacher has with students, the less motivated they are. Of course, it is possible to argue that this is not always the case, and that many students do just fine studying on their own, contacting the teacher or peers when they need help, and generally making the most of the course. However, the other side of that coin is that those kind of students are going to be successful no matter what situation they are in. The teacher’s main concern is the students who are not like that.
Teacher education:
The topic of motivation leads to one very interesting possibility. One good way to help teachers develop the skills needed to deal with motivation is to give them good training and examples. It is very likely that technology can help with this in some way. For example, I am involved in a teacher education course right now where teacher candidates work in public schools in the mornings and take classes in the afternoons. As part of their program, they regularly get assignments to video record themselves teaching using certain methods or materials. While it is very easy to bring a video camera to class, getting good footage of what is going on is surprisingly difficult. Ideally, every student would have a microphone, and there would be a camera on each one, plus a smaller number of cameras that also captured group work. In her projects, +Kimberly Hayworth skillfully shows how a good videographer could cut down on the need for so many cameras, but it is very rare to find someone who both understands the teacher’s point of view as deeply as she does, and can still run a phalanx of capture devices. And we have not even started talking about the editing process. Or transcribing and indexing / subtitling the video so that teachers can actually find the point they are looking for. Or encoding for streaming so that everyone doesn’t have to download massive files. In short, improving video technology would really, really help teacher education. A good analogy would be the transition from typewriters to word processing: We have come a long way from typewriters with a 3 inch LCD screen to sharing online documents. The benefits of video technology that are realized could probably also be applied to helping students by showing them what they are doing. Current MOOCs often make it seem like video capture has really improved, but this is actually an illusion created by the fact that they are only dealing with an archaic lecture format. Please note that this is one example. There are probably many other applications of technology that are equally or more transformative to education - we just don’t know what they are yet.
Ed Roulette.
This is a really good idea because almost guarantees that students participate. But we should at least give a little thought to what might happen if someone who is not so enthusiastic about the topic is in the cycle. Note that I am not saying that this necessarily breaks the idea, I am just saying that we should consider that possibility and be ready to tell a teacher what to do, if there is not some way to modify the system. We should also note that this only really works well for completely online classes. If there is an option to do this face to face, that is preferable. But wait, you say, what about the recording of the dialog? Isn’t that an important artifact? Well, it could be, if the teacher listened to it. And, honestly, for a course that is on any sort of scale, that is a whole lot of listening. Add to that any written or spoken feedback and it really gets to be a pain. With text, at least you can scan it quickly, but with audio, there is no choice but to go through the whole thing.
Learning analytics
Analytics are generally a good idea. I first realized this as I was doing my dissertation research, where I captured response times of students on a simple listening activity. If data collection techniques were built in to learning management systems, psychological research on groups of people could be done much more easily, instead of running subjects one by one. It would also give a framework for keeping track of student progress across their educational careers. However, in the discussions both preceding and following my research, several people pointed out that in order for the data to be considered valid, the conditions of the experiment must be controlled very tightly: subjects need to know that they should respond as quickly as possible, they should not have distractions, etc. These cautions should also inform any consideration of learning analytics. We have to admit that not everything that happens in the classroom is done under laboratory conditions. As I mentioned above, maintaining motivation is a primary consideration, even perhaps at the expense of rigorous scoring of routine homework assignments. Teachers all have their own approach to grading, and it is not always the case that every single score has the same meaning within a student’s career. It is well worth noting that most teachers, courses, and schools are built around the idea that the only analytic that needs to be recorded is the final grade.
Paradigm shifts:
The ability to capture more analytics does not necessarily instantly translate into better teaching. A paradigm-shift in the way that teachers approach their craft is necessary to accommodate the increased capabilities. Of course, this is true of any technology that is brought to the classroom. Larry Cuban’s account of classroom technology ( is somewhat dated but addresses many of the same issues we are dealing with today - the story of TVs in the classroom is especially instructive. It is possible to argue, however, that the paradigm-shift has indeed happened, with the way that teachers use Internet. I often find myself working to limit and guide instructor use of the Internet so that they do not violate student privacy, copyright, etc. But we do still need a better idea, a paradigm, not just for how to make the best use of the tools that we have, but to guide us in building the tools that we don’t have yet.
+Kenneth Romeo Thanks very much for your thoughtful comments. At this point, I'm seeing Ed Roulette as one of the most innovative ideas wrt online learning. I actually think it could be a useful part of even f2f instructional environments. The mediator would be the key. If speech to text/transcribing ever gets up to speed then we could run text analysis algorithms against the transcripts.
+Kenneth Romeo As for motivation...I think it would be intrinsic to the approach if we do this right. Students would be completely engaged in JIT content presented in authentic, real-world situations that would encourage interactions with their cohort but also with working professionals as mentors. The instructor of the course would just be one of the many guides who would be involved in the learning process/journey. I'm envisioning a system in which the students contribute just as much as the instructor to the teaching/learning process.
+Kenneth Romeo As for assessment, I'd like to see a push toward production of real world work product that could be used as a portfolio piece or even taken into a work environment for further development. (Thinking of one of my ATL consultants whose team project actually resulted in the development of a new product.) If we're shifting paradigms let's go for a tectonic shift, shall we? ;) I think you and I have discussed this before but the focus should be on figuring out what machines can do best (immediate feedback, quizzing, branching scaffolding) and what people can add (critical discussion, opportunities to share and come up with new ideas/brainstorming, modeling/demo'ing/immediate feedback on IRL activities, etc.)
+Kimberly Hayworth It was good to "meet" you today in #glia. Love your ideas for assessment. One of the best parts of the course design I created was what would be the equivalent of on G+ is having each student in his or her own circle with me. I had a collection of questions students could pick from to discuss; and that immediately became part of their portfolio. I always gave narrative evaluations of their writing, but had a history of discussions with the student from which to support that narrative so that students got useful feedback, and a great deal of motivation to continue their studies, something that may not be necessary at Stanford (;')), but is what I consider my primary job in teaching community college students in Appalachia.
It was great to meet you +Meg Tufano :) You've got such wonderful ideas as well. I used to teach at the community college level and loved it. I'm much more about the practical application of what you're learning. The information/data is always changing. Being able to see connections between things and figuring out how to continually apply those patterns as new knowledge is what I think will be most important moving forward. That coupled with the soft skills that +Gregory Esau was mentioning today and the ability to collaborate and work effectively in teams and as an individual contributor will be key.
+Eileen O'Duffy On another thread, I explained my two failed attempts at creating an open university, first for the country of Ethiopia and second at the Peace Palace in The Hague. Both got bogged down in areas that actually have nothing to do with education, but with stakeholders, administrivia, educational inertia, and a lack of experience with how powerful online learning can be. You have brought up the real toughies: accreditation, academic peer-review, etc. How the Regent's Online Degree Program (RODP) worked through those things was to make their online college collaborative (as far as I know it is still the only collaborative online college), i.e., the courses are designed at degree granting institutions (through a blind competition (blind=no one knows the name of the contributor so no possibility for politics) and vetted through the entire system (I think my course was reviewed by six colleges in the system over ten years (!)) Then the credits are distributed throughout the system (i.e., and the TUITION is spread fairly throughout the system). This means that the student takes the course from RODP, but gets the accreditation from whatever college got the tuition. It avoids huge headaches and gets the job done well. I think it is now the third largest internet college in the world; it was zip twelve years ago when it started. And now a law has just been passed in Tennessee that ALL levels of education must have online courses that are the land-based equivalent available. Going to be an enormous project and I'm not sure even I, an online afficianado , agree to online couses for primary school? But the legislature is looking at the cost of delivering online courses. And so we will see this coming whether we want it or not. I can see ways of making it work (families cooperatively taking turns with really good online lessons). But it will definitely take a village.

BTW, the huge profits created by this online college were never invested back into it. Instead, they ended up supporting the Nineteenth Century parts of the system. Sigh .
+Kimberly Hayworth Thinking of you today. Notice you're not on Linked-In? Have you got a part of your project completed? I'm going to watch your videos today. Keeping up with Glia is fun! Always more surprises.
LOVE, LOVE, LOVE the graphic novel presentation!!!!! Looks to me like creative collaboration at its best. Exciting.
Thanks very much, +Douglas Crets. I appreciate your sharing this. I'm in Palo Alto so will definitely check out the SV meetup.
G+ Hangouts with archiving would be great. It'd be good to get a global group together.
You might want to think about creating a Online Teachers User's Group.  That is, the people who are actually doing the online teaching might be a terrific resource in and of itself.  (Note to:  +Laura Gibbs)   Great work +Kimberly Hayworth !  

I agree with Dave Snowden that what we write down and can put together in a "library" like this is always missing something because we simply cannot reveal all we know through communication.  *We will always need a human being*.  ("We know more than we can say.  We will always say more than we can write down."  I.e.,...Inevitably we will lose something in translation.  "Knowing is a more important than knowledge." --Dave Snowden:
Dave Snowden | Tacit Knowledge | State of the Net 2012

Congratulations on getting this amazing resource completed!  And thank you for sharing it with us!
I like that idea, +Meg Tufano. I have no idea who else teaches online out here in G+. We could have some very interesting hangouts, too.
Wow, Kimberly's post... all the comments... I was experiencing brain paralysis from the Coursera MOOC I am in right now, but all the ideas and resources here to work through and ponder will give me something VERY useful to do as I slog my way through to the course of the course and ponder what the next thing should be as I look for ways to connect my tiny online teaching world up with the big world out there. Thank you thank you thank you. (And esp. thank you +Meg Tufano for bringing me here.)
+Justin Schwamm Have you seen the amazing discussion here???
Hi +Meg Tufano Great, is this the online teachers circle? If so, what is it called and can you share it?
We will work at creating this. I am actually in a weekend "workshop" right now that should help us get this going. Be back home Tuesday. Expect to hear from me. I'm hoping Kimberly will start this User's Group up because she is at the center of this Internet teaching explosion. Not sure even if SHE realizes that yet!

We are in a state of hyper change!

And we need all the support we can get!
+Kimberly Hayworth I am just reading the thread I missed, and am SO impressed with edroulette and +Mike Caulfield 's presentation!!  This is the solution that  this solves a problem SO many of us have with MOOCs - the lack of discourse of any type (the boards are horrible, the peer to peer assigments often not even readable) - so the potential to form an ongoing learning community is lost unless we take the conversation elsewhere, as has traditionally been done by +George Siemens and the original MOOC crowd (with +Lisa M Lane and +dave cormier )   +Laura Gibbs has been blogging about it as she has been taking one of the courses...and although she tends toward asynchronous styles, I think THIS is exactly where synchronous works.  I have been involved in so many synchronous learning projects and typically, unless groups are very small (10 people or less,)  the connectivity aspect of it is lost.  In a webinar format, it is informative, but the only way to have the connection is the same way it was done with original MOOCs - with participant blogs and discussion groups.  That's just my opinion - Mike let us know how we can help!
I completely agree +Donna Murdoch. I was very excited about the possibilities when I saw the Ed Roulette wireframe walkthrough. I'm really hoping that someone in our circles can help them get the resources they need to move forward with the project. (I'm already volunteered as an alpha/beta tester. ;)
Ha -- Kim, you're indefatigable. I'm sorry we have not been able to advance it, Jim and Tim have been buried with ds106 and I'm trapped under some internal projects. But I still believe in the dream!
+Kimberly Hayworth I will too, and help in any way I can.  Rare that I see something that hits the nail on the head so perfectly.  There is only one problematic issue I see - ADA compliance when conference is spontaneous.  Normally in synchronous it would be compliant if transcript was provided within a "reasonable" amount of time after the class.  That wouldn't be of use in this case, no time for transcripts or subtitles....but it is an issue I am sure can be overcome (and I have a feeling they've already thought it through.)  
Happy to help +Mike Caulfield You all have done such great work with Ed Roulette to get it this far that I'm sure someone will be able to pitch in (funding, developers, etc). Oh...and you were so right about +Amy Collier. She's wonderful :)
Speech recognition has a way to go but eventually it seems like that would be feasible. Text mining of the transcript would be an invaluable resource. What do you think +James Salsman ?
I'm traveling today but will get back to you tomorrow (Tuesday).

Sent from my iPhone
+Kimberly Hayworth automatic transcript generation is just not there yet. There has, after almost two decades, been some very substantial progress in the past few years with front end feature extraction signal processing for speech recognition which has my hopes up that in the next few years there might be an accuracy improvement more than the 0.1% or so per year that we had stagnated in to, and if that happens then with luck more people will take a look at the improvements which caused it and we might get back on track. But for today, speech recognition for automatic transcripts is just very poor in my opinion, in the sense that everyone has to go over all of them line-by-line to correct them, and often it just loses any semblance of accuracy with the slightest background noise, accent, or rapid speech. However, YouTube is trying to get on top of the best transcription editors, and they keep improving their beta transcriber system (at which has over the past months added features for cooperative transcription development and proofreading, and who knows what other features, and you probably want to try it out at least once a month because they seem to add features at least that often. (I was trying to remember the URL for +Cindy Brown who is a great deaf accessibility advocate here on G+ by the way.)
+James Salsman Just a follow-up comment re: the deplorable job Coursera is doing in supplying captions for our videos. With the INCREDIBLE generosity and all-around eagerness of the students in the class, the class would take care of this problem nearly instantly... if Coursera even envisioned that.... Argh. Coursera is clearly driving me crazy. I am so glad my own classes started today, just to take my mind off it...
Thx for the link.  I think in the shorter run (perhaps longer than that), focused crowdsourcing is one answer.  Particularly for the sort of case Laura describes right there...
+Cindy Brown +Laura Gibbs I completely agree, and am shocked and saddened to see the collaborative caption development features missing from at present, but I strongly suspect they will be back. Who knows when. -- On the other hand, their flat text file based approach suggests just throwing it in a Google (Drive) Doc.
Many thanks +Eileen O'Duffy for linking to me and enabling me to find this post (and group). Thanks for sharing a terrific set of resources +Kimberly Hayworth -- I would be happy to participate in the online educators group. Heading off to explore EdRoulette now...
+Kimberly Hayworth Thanks for this great post and kick starting a conversation and thanks to +Laura Gibbs for alerting me to this by mentioning my name.

Funnily enough we are just going through a development cycle now where we have started to include some of the functionality mentioned in the post and the follow up discussions in our development structure. 

I think with any development such as COELS there needs to be a very iterative development process or we spend too much time thinking about things and not enough time learning from putting early thoughts into action. 

So we are developing a system for Kent County Council in the UK and an Association of Colleges that aims to enable the learner to choose, organise and share resources from a wide variety on offer and with the addition of mobile apps to enable effective push of information and opportunities to the individual.

One of our core values is that there is no right answer to the type of resource that is appropriate to each individual so we will be trying to encourage as many resources as possible into the system.

Another core value is that the user owns their data and resources so we will offer it free to end users so that they can build up their ePortoflio, CV and their collections of resources past full time education and into the world of work.

We want to try to build in some degree of platform intelligence to help target and continually re-target resources that may be appropriate to the individual.

I really like the idea of Ed Roulette, although it may be that in our context we would need to modify access rules a little since we are dealing with young people 14-19.

I'd really hate to loose the discussions going on here and I wonder what is the best way to take it further and develop the ideas? Would a group Mindmap be useful or perhaps a Google Doc / Site? Happy to set something up if people would like to continue to develop the ideas on COELS.

Would love to write more but guess I better get back to my day job .....
Thanks so much +Andrew Flowerdew. I'd love to hear more about the system you're developing. It would be wonderful if you could set up a Google doc and group mindmap. I had initially posted this back in December during the holiday break and had some free time. I haven't been able to keep this list as up-to-date as I'd like. It would be great to collaborate.
Thank you +Kieran Mathieson. Those are excellent insights about how to make a sustainable system. You're doing exciting work. I'm wondering if there's a way to get a dev group together around some of these efforts.
sustainable system. You're doing exciting work. I'm wondering if there's a
way to get a dev group together around some of these efforts.
Hayworth's post »
Kimberly Hayworth's post. Mute updates to this post. Change what email
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I have set up a mindmap in Mindmeister to kick start some idea generation. I will create a Google Site over the weekend - it really is too important to loose the ideas being generated here. Anyone who wants to be involved please let me know here and I will send you an invite to share the mindmap.
If anyone else want to be invited to edit the mindmap please email me on
Thanks so much for all your great work on the mind map +Andrew Flowerdew It's an excellent way to visualize how everything could fit together. Maybe we could set up a hangout after folks get a chance to take a look?
Thanks a lot +Laura Gibbs! This is interesting indeed. A lot of new links to me, i need a clone just to follow all these linked informations. Try my best. ;)
+Marc Schnau You can also find some great people to follow here in the thread also. :-)
Aww, shucks! It has been a fun-inspiring-world-broadening-growth-experience for me, and the conversations and work that is coming out of this are excellent. Good luck on the finishing touches Team COELS!
+Kimberly Hayworth very impressive with thread, this is what Google+ was made for!  Will have to study the threads more closely but  a number of key developments have been identified!  Thanks! 
+Kimberly Hayworth These threads are important leads. I run a couple of Online Learning Communities aimed at promoting Life Long Learning within a small geographical area utilising the experience and passions of people of ages in the community for the community and by the community. We are starting small and building ,  The original OLC is Haverhill Online Learning Community home | haverhill online learning community and the next progression is ukonlinelearningcommunities.  Would welcome comments or link ups as we develop! 
Kimberly, I saw a link to this project from the SpaceGambit Discussion list ( I started my own project, but I was looking at it from an entirely different perspective. Namely, what is the best way to do open source projects over the web? Education was only put into the model to the extent of aggregating data about people and projects, and was there as needed. (see:

I hadn't given much thought to how a more structured approach to education would fit in, so I'm happy that you started this thread. It might involve Linked Data. Here is just one application of it in a case study titled, "A Linked Open Data Resource List Management Tool for Undergraduate Students." ( Also see Semantic Wiki for another use case ( Basically it allows pieces of information to be aggregated by machines so it easier to find things and know how they are related. See Manu Sporny's Linked Data video on Youtube (

This might help with your objective of "Because the content would have been updated and vetted by a vast community it would be absolutely up-to-date, accurate and relevant."

Your post also reminds me of which hopes to give the best thinking on information. I learned this from danbri on the #swig IRC chat on freenode (

I think I have some learning to do, but I hope this helps.
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