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Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry, and Expertise

Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry, and Expertise

Jason M. Lodge, Melinda J. Lewis
Copyright: © 2015 |Pages: 13
ISBN13: 9781466683242|ISBN10: 1466683244|EISBN13: 9781466683259
DOI: 10.4018/978-1-4666-8324-2.ch003
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MLA

Lodge, Jason M., and Melinda J. Lewis. "Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry, and Expertise." 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. 48-60. https://doi.org/10.4018/978-1-4666-8324-2.ch003

APA

Lodge, J. M. & Lewis, M. J. (2015). Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry, and Expertise. In E. McKay & J. Lenarcic (Eds.), Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (pp. 48-60). IGI Global. https://doi.org/10.4018/978-1-4666-8324-2.ch003

Chicago

Lodge, Jason M., and Melinda J. Lewis. "Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry, and Expertise." In Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, 48-60. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8324-2.ch003

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Abstract

This chapter will locate debates around MOOCs within a discussion on the purposes of higher education for professional learning and trends for trans-disciplinary approaches in designs for networked learning. The authors revisit the meaning of a ‘higher' education in contemporary tertiary contexts and within professional learning degrees and also examine the types of expertise required when designing for and facilitating learning in a MOOC open-style environment. In response to these aims, they offer a trans-disciplinary framework (Wadsworth, 2010) drawn from complex systems thinking in health, community and human services, to assist our enquiry into educational innovation. The authors suggest that a more nuanced understanding of the types of expertise required by those involved in macro-level learning occurring in MOOCs will lead towards a greater role in creating the next generation of multi-professional experts. They draw from the learning sciences, epistemologies on ways of being and becoming, and innovations with educational technologies.

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