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Remarks on MOOCS and Mini-MOOCS

TitleRemarks on MOOCS and Mini-MOOCS
Publication TypeJournal Article
Year of Publication2014
AuthorsSpector, M. J.
PublisherEducational Technology Research and Development
Volume62
Start Page385
Issue3
Pagination385–392
Date Published06/2014
Secondary PublisherSpringerLink
ISSN1556-6501
Keywordsdynamic feedback, formative assessment, learning activities, mini-MOOC, MOOC, summative assessment
Abstract

In an earlier issue of ETR{&}D, the editors provided an hierarchical framework of components to support learning and instruction. That hierarchy included information objects, knowledge objects, learning objects, instructional objects, courses, programs and ongoing efforts, with each subsequent component building on the former components. For example, a course is a structured collected of instructional objects, which in turn are structured collections of learning objects with learning activities, feedback, and assessments (both formative and summative). Based on that hierarchical perspective, most of the current massive open online courses (MOOCs) are not actually courses. This article proposes taking what is good about the MOOC concept and transforming it into something that could be considered a course–-namely, a mini-MOOC.

URLhttps://doi.org/10.1007/s11423-014-9339-4
DOI10.1007/s11423-014-9339-4
Rights

© Association for Educational Communications and Technology 2014

Refereed DesignationRefereed
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