MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs

Conole, Grainne MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs., 2013 [Preprint]

[img]
Preview
Text
Pegagogies for enhanced the learner experience and quality of MOOCs.pdf

Download (631kB) | Preview

English abstract

This chapter considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics. It will then describe the 7Cs of Learning Design framework, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance.

Item type: Preprint
Keywords: MOOCs, disruptive technologies, classification
Subjects: H. Information sources, supports, channels. > HZ. None of these, but in this section.
L. Information technology and library technology > LA. Telecommunications.
Depositing user: Dr Conole
Date deposited: 07 Jun 2013 08:13
Last modified: 02 Oct 2014 12:26
URI: http://hdl.handle.net/10760/19388

References

"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

Barry, W. (2013). Comparing the MOOC dot com. The accidental technologist.

Bates, T. (2012). What's wrong and right about Coursera-style MOOCs, . Online learning and distance education resources.

Bean, M. (2013). "FutureLearn." from http://futurelearn.com/feature/interview-with-martin-bean-vice-chancellor-open-university/.

Biggs, J. (1999). "What the student does: teaching for enhanced learning." Higher Education Research & Development 18(1): 57–75.

Borgeman, C., H. Abelson, et al. (2008). Fostering learning in the networked world: the cyberlearning opportunity and challenge, Report of the NSF task force on cyberlearning.

Brown, J. S. (2001). Learning in the digital age. The Internet and the University: Forum: 71–72.

Childs, M. and A. Peachey (2011). Reinventing ourselves: contemporary concepts of indentity in Virtual Worlds. New York, Springer.

Christensen, C. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Harvard, Harvard University Press.

Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Paln B.

Conole, G. (2010) Review of pedagogical frameworks and models and their use in e-learning.

Conole, G. (2012). The 7Cs of design and delivery. e4innovation.com.

Conole, G. (2013). Current thinking on the 7Cs of Learning Design. e4innovation.com.

Conole, G. (2013). Designing for learning in an open world. New York, Springer.

Conole, G. (2013). What is innovative teaching? Invited talk. Royal Holloway, London.

Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in Higher Education.

Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for effective learning design." Computers and Education 43(1-2): 17-33.

Conole, G. and M. Oliver (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. London, RoutledgeFalmer.

Cormier, D. (2008). Rhizomatic Education : Community as Curriculum. Dave's educational blog: education, post structuralism and the rise of the machines. http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum/.

Cormier, D. (2011). Rhizomatic learning - why we teach? Dave's education blog: education, post-structuralism and the rise of the machines. http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/.

Cormier, D. (2013). Week 3 – Forget the learners, how do I measure a MOOC quality experience for ME! By Dave Cormier. MOOC Quality Project.

Creelman, A. (2013). Make hay whilt the sunshines. The corridor of uncertainty.

Daniel, J. (2012). "Making sense of MOOCs: Musing in a mazr of myth, paradox and possibility." Journal of Interactive Media in Education 18.

De Freitas, S. and G. Conole (2010). Learners experiences: how pervasive and integrative tools influence expectations of study. Rethinking learning for the digital age: how learnes shape their own experiences. London, Routledge.

Dewey, J. (1916). Experience and Nature. New York, Dover.

Downes, S. (2010). Fairness and equity in education. Huff Post Education.

Downes, S. (2013). Week 2: The Quality of Massive Open Online Courses by Stephen Downes. MOOC Quality Project: perspectives on quality of MOOC-based education.

EDUCAUSE (2013). ds106: Not a Course, Not Like Any MOOC.

Ehlers, U. D., E. Ossiannilsson, et al. (2013). Week 1: MOOCs and Quality – Where are we – where do we go from here …? MOOC Quality Project.

Glennie, J., K. Harley, et al. (2012). Open Educational Resources and Change in Higher Education: Reflections from Practice. Vancouver, Commonwealth of Learning/UNESCO.

Jarvis, P. (2004). Adult education and lifelong learning. London, RoutledgeFalmer.

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century, Mit Pr.

Lévy, P. (1997). Collective intelligence: Mankind's emerging world in cyberspace, Perseus Books Cambridge, MA, USA.

Littlejohn, A. (2003). Reusing online resources: a sustainable approach to e-learning, RoutledgeFalmer.

Mayes, T. and S. De Freitas (2004). Review of e-learning frameworks, models and theories, JISC e-learning models desk study.

Nkuyubwatsi, B. (2013). The evaluation of Massive Open Online Course (MOOCs) from the learner's perspective. ECTEL, Paphos, Cyprus.

Oblinger, D. G. and J. Oblinger (2005). Educating the Net Generation, EDUCAUSE %U http://routes.open.ac.uk/ ixbin/ hixclient.exe?_IXDB_=routes&_IXSPFX_=g&submit-button=summary&%24+with+res_id+is+res19283.

Raban, C. (2007). "Assurance versus enhancement: less is more?" Journal of Further and Higher Education 31(1): 77 - 85.

Reich, J. (2013). Is a MOOC a textbook or a course? EdTech researcher. 2013.

Rennie, F. and T. Morrison (2012). e-Learning and social networking handbook - resources for higher education. London, Routledge.

Sawyer, R. K. (2006). The Cambridge handbook of the learning sciences, Cambridge University Press %@ 0521845548, 9780521845540.

Sharpe, R. and H. Beetham (2010). Rethinking learning for the digital age: how learnes shape their own experiences. London, Routledge.

Thorpe, M. (2002). From independent learning to collaborative learning: New communities of practice in open, distance and distributed learning. Distributed learning: Social and cultural approaches to practice. M. Lea and K. Nicoll. London, RoutledgeFalmer: 131–151.

Traxler, J. (2005). Mobile learning: A Handbook for Educators and Trainers. Abingdon, Routledge.

Wikipedia (2012). "Massive Open Online Courses." from http://en.wikipedia.org/wiki/Massive_open_online_course.


Actions (login required)

Edit Item Edit Item