Interaction Equivalency in the OER and Informal Learning Era

Terumi Miyazoe, Terry Anderson, The European Journal of Open, Distance and E-Learning (EURODL), Dec 08, 2015
Commentary by Stephen Downes
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This paper includes a nice summary of Anderson's Interaction Equivalency Theorem (the EQuiv) and examines new questions that arise with it when considered in the context of MOOCs and open educational resources (OERs). According to the theory, "Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level." In traditional learning, MOOCs and OERs appear as surpluses, and the net result is a strain on time and money. But at the same time, they offer the potential to reduc e the investment needed in learning, hence increasing efficiency. To remain relevant, traditional learning needs to become more lean in order to give students more choice and maximize the utility of these new resources. "For learners who have acquired the skill of managing his/her learning, the formal educational system is losing its traditional status and authority as the only authentic education provider. It is time that we accept this change and re-create our institutions for service and success in a networked, lifelong learning context." Good stuff.

 

From a special issue of EURODL, Best of EDEN 2013-14.

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