Abstract
MOOCs have the potential to benefit from the large number of very diverse learners that participate in courses, but this requires a principled approach to MOOC curriculum development. Courses need to take into consideration the diversity of learner experience and intentions, and incorporate scripts that both benefit from the large numbers of learners (crowd-sourcing), as well as enabling small-scale intense collaboration. The real challenge is tying together a set of learning activities and the development of a community knowledge base, with the specific curriculum learning goals of the course. This paper offers a pragmatic approach to developing courses, based on the experience of a MOOC for teacher professional development.
Keywords
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Downes, S.: Connectivism and connective knowledge: essays on meaning and learning networks (2012)
Ferschke, O., Yang, D., Tomar, G., Rosé, C.P.: Positive impact of collaborative chat participation in an edX MOOC. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M.F. (eds.) AIED 2015. LNCS, vol. 9112, pp. 115–124. Springer, Cham (2015). doi:10.1007/978-3-319-19773-9_12
Fischer, F., Mandl, H.: Knowledge convergence in computer-supported collaborative learning: the role of external representation tools. J. Learn. Sci. 14(3), 405–441 (2005)
Håklev, S.: Software for INQ101x (2016). https://github.com/houshuang/survey
Hickey, D.T., Quick, J.D., Shen, X.: Formative and summative analyses of disciplinary engagement and learning in a big open online course. In: Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, LAK 2015, pp. 310–314. ACM, New York (2015)
Kulkarni, C.E., Bernstein, M.S., Klemmer, S.R.: PeerStudio: rapid peer feedback emphasizes revision and improves performance. In: Proceedings of the Second ACM Conference on Learning @ Scale, L@S 2015, pp. 75–84. ACM, New York (2015)
McMahon, M.: Social constructivism and the world wide web-a paradigm for learning. In: ASCILITE Conference, Perth, Australia, vol. 327 (1997)
Severance, C., Hanss, T., Hardin, J.: IMS learning tools interoperability: enabling a mash-up approach to teaching and learning tools. Technol. Instr. Cogn. Learn. 7(3–4), 245–262 (2010)
Slotta, J.: Knowledge community and inquiry. Paper Presented and Published for the Network of Associated Programs in the Learning Sciences (NAPLES). Technical report (2014)
Slotta, J.D., Najafi, H.: Supporting collaborative knowledge construction with web 2.0 technologies. In: Mouza, C., Lavigne, N. (eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective, pp. 93–112. Springer, Heidelberg (2012)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Håklev, S., Slotta, J.D. (2017). A Principled Approach to the Design of Collaborative MOOC Curricula. In: Delgado Kloos, C., Jermann, P., Pérez-Sanagustín, M., Seaton, D., White, S. (eds) Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science(), vol 10254. Springer, Cham. https://doi.org/10.1007/978-3-319-59044-8_7
Download citation
DOI: https://doi.org/10.1007/978-3-319-59044-8_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-59043-1
Online ISBN: 978-3-319-59044-8
eBook Packages: Computer ScienceComputer Science (R0)