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Educational design for MOOCs: Design considerations for technology-supported learning at large scale

TitleEducational design for MOOCs: Design considerations for technology-supported learning at large scale
Publication TypeBook Chapter
Year of Publication2016
AuthorsSergis, S., Sampson D. G., & Pelliccione L.
EditorsJemni, M., Kinshuk, & Khribi M. K.
PublisherOpen education: From OERs to MOOCs
Series TitleLecture Notes in Educational Technology
Chapter3
Edition1
Pagination39–71
Date Published08/2016
Secondary PublisherSpringer-Verlag Berlin Heidelberg
ISBNeBook 978-3-662-52925-6
ISBN NumberHardcover 978-3-662-52923-2
KeywordsADDIE Model, design considerations, educational design, massive open online courses, xMOOC
Abstract

Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.

URLhttps://doi.org/10.1007%2F978-3-662-52925-6_3
DOI10.1007/978-3-662-52925-6_3
Rights

© 2016 Springer International Publishing AG

Refereed DesignationRefereed
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