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Mining a MOOC: What Our MOOC Taught Us about Professional Learning, Teaching, and Assessment

Mining a MOOC: What Our MOOC Taught Us about Professional Learning, Teaching, and Assessment

Sandra Milligan, Patrick Griffin
Copyright: © 2015 |Pages: 24
ISBN13: 9781466683242|ISBN10: 1466683244|EISBN13: 9781466683259
DOI: 10.4018/978-1-4666-8324-2.ch001
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MLA

Milligan, Sandra, and Patrick Griffin. "Mining a MOOC: What Our MOOC Taught Us about Professional Learning, Teaching, and Assessment." Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, IGI Global, 2015, pp. 1-24. https://doi.org/10.4018/978-1-4666-8324-2.ch001

APA

Milligan, S. & Griffin, P. (2015). Mining a MOOC: What Our MOOC Taught Us about Professional Learning, Teaching, and Assessment. In E. McKay & J. Lenarcic (Eds.), Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (pp. 1-24). IGI Global. https://doi.org/10.4018/978-1-4666-8324-2.ch001

Chicago

Milligan, Sandra, and Patrick Griffin. "Mining a MOOC: What Our MOOC Taught Us about Professional Learning, Teaching, and Assessment." In Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, 1-24. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8324-2.ch001

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Abstract

In July 2014, a massive open online course (MOOC) entitled The Assessment and Teaching of 21st Century Skills (ATC21S) was offered within the University of Melbourne's programme. Designed as a research engagement and dissemination initiative, the ATC21S MOOC enrolled 18,000 education practitioners, predominantly interested in teaching and assessment of complex 21st century skills. This chapter describes the experience of developing and teaching in the MOOC, and of learning through it. The authors suggest areas for ongoing research, and highlight areas in which MOOCs may stimulate broader change. This chapter commences the dialogue for the opening book section – policy issues in MOOCs Design, and responds to the topic of ‘emerging technology and change management issues for eLearning in the MOOCS environment.'

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