The course as container: Distributed learning and the MOOC
Published | November 2014 |
Book title | Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries Volume 11, Chapter 10, Pages 167-180 |
Series | Professional Learning and Development in Schools and Higher Education |
Publisher | Springer International Publishing |
Editors | Layne, Prudence C. and Lake, Peter |
Country | United States, North America |
ABSTRACT
Critics of MOOCs and connected learning environments in general assert that they are too susceptible to neoliberal motivations, that MOOCs propose to replace 1000 local instructors with one famous one, and that the "disruption'' that MOOCs promise will ultimately be the disruption of traditional academic culture altogether. Certainly, this anxiety is worth exploring, for, as we know, no technological platform, no code, is ideologically neutral. However, to eschew the methodologies of online communities–-which, in terms of new media practices, certainly pre-date the first MOOCs–-because they run the risk of being co-opted is reactionary.Keywords | Community as Learning · connected learning environments · distributed learning · MOOCs · online communities |
Published at | Springer, Cham |
ISBN | 978-3-319-10482-9 |
Refereed | Yes |
Rights | © Springer International Publishing Switzerland 2015 |
DOI | 10.1007/978-3-319-10482-9_10 |
URL | https://doi.org/10.1007/978-3-319-10482-9_10 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 104 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.










Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
If Freire made a MOOC: Open education as resistance
Morris, Sean Michael; Stommel, Jesse
On November 21 at the OpenEd Conference in Washington, DC, Sean Michael Morris and Jesse Stommel will present on critical digital pedagogy and MOOCs. This is the second of three articles that inspired that talk. The ...
Match: morris, sean michael; stommel, jesse
HES-SO MOOC « distributed flip » model: A pilot experiment
Salamin, Anne-Dominique
This paper presents a pilot experiment conducted
by the University of Applied Sciences Western Switzerland
(HES-SO) 1 to embed one of its own MOOC into face-to-face
course in the Business Information Technology ...
Match: distributed
A misapplication of MOOCs: Critical pedagogy writ massive
Morris, Sean Michael
On November 21 at the OpenEd Conference in Washington, DC, Sean Michael Morris and Jesse Stommel will present on critical digital pedagogy and MOOCs. This is the second of three articles that inspired that talk. The ...
Match: morris, sean michael
New pathways: Affective labor and distributed expertise in peer-supported Learning Circles
Damasceno, Cristiane S.
This paper explores learners’ and facilitators’ participation in Peer 2 Peer University’s Learning Circles (face-to-face study groups for people who are taking massive open online courses together). While digital ...
Match: distributed; united states; north america
Massive Open Online Course instructor motivations, innovations, and designs: Surveys, interviews, and course reviews
Zhu, Meina; Bonk, Curtis; Sari, Annisa
This mixed methods study explores instructor motivations for offering massive open online courses (MOOCs) as well as the instructional innovations used to enhance the MOOC design. The researchers surveyed 143 MOOC ...
Match: moocs; united states; north america
A case study of work-based learning through the design of edX MOOCs for Latin America and the Caribbean
Freire, Fabian
This exploratory case study analyzed the reported learning experiences among the multidisciplinary practitioners employed in the development of edX courses for a pioneering MOOC program targeted at Latin America and ...
Match: moocs; united states; north america
Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: moocs; united states; north america
Motivating students in massive open online courses (MOOCs) using the attention, relevance, confidence, satisfaction (ARCS) model
Li, Kun; Moore, David Richard
Massive Open Online Courses (MOOCs) often have low persistence rates, which may be attributed to a learners' lack of motivation. In this design-based research study, Keller's Attention, Relevance, Confidence, ...
Match: moocs; united states; north america
A framework for implementing OER-based lesson design activities for pre-service teachers
Kim, Dongho
The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service ...
Match: united states; north america
United States: State department expands access to open educational resources in the Middle East and North Africa
Mena Report
The U.S. Department of State is sponsoring a special exchange program on Open Educational Resources (OER) for education leaders in the Middle East and North Africa. Open Educational Resources are ...
Match: united states; north america