6 min. long Pecha Kucha. Short paper presentation at #NLC2016, I'll provide a link to the full study (my dissertation!) soon. If you attended the presentation you will notice that I added some more content to explain "open literacies."

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Third Learning Spaces in Open
Online Courses: Findings from an
Interpretive Case Study
Suzan Koseoglu
AP/Nestle Purina PetCare

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Jessica Gordon, Jason Coats, Bonnie Boaz, Gardner Campbell, Jon Becker,
Christina Engelbart, Tom Woodward, Ryan Cales

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flow.png

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http://ivofajardo.deviantart.com/art/Best-
Buddy-361975702

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http://www.haddonfieldsun.com/2014/08/14/indian-king-tavern-museum-wraps-archeology-dig/

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Open participants had diverse entry and exit points.
Open participants interpreted assignment deadlines as
suggestions.
Open participants blogged about their experiences (as opposed
to posting assignments).

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-critical friend
-embedded librarian
-teaching assistant
-subject matter expert
-facilitator
-networked provocateur
-influencer
-critical friend
-learning resource
Diverse roles:

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Third Learning Spaces:
Spaces where informal skills, networks, and
identities are welcomed into formal learning and
create opportunities for authentic interaction and
knowledge building (Cronin, 2014; Gutierrez,
Rymes, & Larson, 1995).

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https://rgdigitalphotographytips.wordpress.com/tag/correct-exposure/

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“The third space is more than a bridge that connects
formal with the informal...it is an acknowledgement of
individual identities, experiences, backgrounds.”
(Catherine Cronin, personal communication, May 19,
2015)

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...following routes of personal and individual interest, …
from quiet contemplative spaces (i.e., blogs) to engaged
interactive community spaces (e.g., the course hub),
through doorways that allow [them] to make
connections between [their] past and present, between
outside and inside and take [them] consciously or
unconsciously over learning thresholds. (Mackness,
2014)
Open participants were...

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Learners' informal
identities, skills, and
networks were
welcomed
into formal learning
and capitalized on as
important learning
resources.
There was space for
emergent learning.
Prior experience with
networked
communities.

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The third learning spaces learners created
point out to an authentic engagement
with the course, which merges the formal
with the informal in original ways.

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This type of authenticity, although
sometimes short-lived, challenges
traditional and top-down notions of success
and failure.

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It also challenges the meaning of a
course.

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This research
pointed out to the
need to focus on
open processes in
open learning.
I also argue that
there is a need to
focus on open
literacies (a subset
of digital literacy)
in open courses.

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Open literacies: Skills and attitudes
needed for successfully navigating and
participating in open online spaces.

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Open literacy may include knowledge of copyright,
an awareness of one’s imagined and authentic
audiences, being able to make informed decisions
as to when and how to become public or
anonymous and the ethics of using and repurposing
the traces of publicly available data, including the
traces of open scholarship.

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The narration of practice and work and
thinking started before and continues after
#thoughtvectors. (Cindy Jennings, 2015)

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Thank you!
@suzankoseoglu
kose0031@umn.edu
http://stuffpoint.com/cats/image/410707/maneki-neko-smiling-cat-andquotbeckoning-catandquot-wallpaper/