Developing a strategic approach to MOOCs
| Published | December 2016 |
| Type of work | Special Collection: Researching MOOCs |
| Journal | Journal of Interactive Media in Education Volume 2016(1), Issue 21, Pages 1-9 |
| Publisher | Ubiquity Press |
| Country | United Kingdom, Europe |
ABSTRACT
During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these new environments. Millions of learners have joined these courses, many of them new to learning at this level. Amid all this learning and teaching activity, researchers have been busy investigating different aspects of this new phenomenon. In this contribution we look at one substantial body of work, publications on MOOCs that were produced at the 29 UK universities connected to the FutureLearn MOOC platform. Bringing these papers together, and considering them as a body of related work, reveals a set of nine priority areas for MOOC research and development. We suggest that these priority areas could be used to develop a strategic approach to learning at scale. We also show how the papers in this special issue align with these priority areas, forming a basis for future work.| Keywords | accessibility · accreditation · assessment · educators · ethics · FLAN · FutureLearn · learning design · massive open online course · MOOC · pedagogy · privacy · quality assurance |
| ISSN | 1365-893X |
| Refereed | Yes |
| Rights | by/4.0 |
| DOI | 10.5334/jime.439 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 146 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
MOOCS: What The Open University research tells us
Ferguson, Rebecca; Coughlan, Tim; Herodotou, Christothea
This quality enhancement report recommends priority areas for university activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work ...
Match: Ferguson, Rebecca; accessibility; assessment; ethics; privacy; quality assurance; United Kingdom; Europe
Open Learning and Learning at Scale: The Legacy of MOOCs
Goshtasbpour, Fereshte; Cornock, Matt; Swinnerton, Bronwen; Harris, Lisa; et al.
This paper provides an introduction to the special collection. It presents a summary of the last decade in relation to research on MOOCs and describes the FutureLearn Academic Network (FLAN), which brought together ...
Match: Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa; United Kingdom; Europe
Innovating pedagogy 2013: Open University innovation report 2
Sharples, Mike; McAndrew, Patrick; Weller, M.; Ferguson, Rebecca; et al.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education including:
-Badges to accredit learning
-Citizen inquiry
-Crowd Learning
-Digital ...
Match: Ferguson, Rebecca; accreditation; MOOC; pedagogy; United Kingdom; Europe
Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course
Cross, Simon; Whitelock, Denise
The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This ...
Match: learning design; MOOC; pedagogy; United Kingdom; Europe
New models of open and distributed learning
Downes, Stephen; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
The last 100 years have seen a significant transformation in the way we understand teaching and learning. This chapter documents that change. We now understand that learning is neither merely the passive reception of ...
Match: learning design; massive open online course; MOOC; pedagogy
A framework for the ethics of Open Education
Farrow, Rob
What difference does openness make to the ethics of teaching and research? This paper approaches this question both from the perspective of research into the use of open educational resources (OER) in teaching and ...
Match: ethics; MOOC; pedagogy; privacy
Scholarship in the digital age: Open educational resources, publication and public engagement.
Scanlon, Eileen
This paper explores the impact of the digital age on the work life of academics and
reports research on how and whether technologies are facilitating and adapting the
teaching and research practices of academics, ...
Match: Scanlon, Eileen; United Kingdom; Europe
Accessibility of MOOCs: Understanding the provider perspective
Iniesto, Francisco; McAndrew, Patrick; Minocha, Shailey; Coughlan, Tim
Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to ...
Match: accessibility; learning design; MOOC
An open future for higher education
McAndrew, Patrick; Scanlon, Eileen; Clow, Doug
Key Takeaways
As the world becomes more open, universities have the opportunity to embrace openness in how they carry out their operations, teaching, and research.
Open educational resources can provide the catalyst ...
Match: Scanlon, Eileen; accreditation
Architecture of a MOOC: Assessment
Prabhakar, T V
Week 2: Architecture of a MOOC, module 4 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, ...
Match: assessment; massive open online course; MOOC
