MOOCifying courses: real and authentic learning in higher education
Jennifer Howell, Curtin University, Australia ; Nathaniel Ostashewski, Athabasca University, Canada
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper is a report on the findings of a small-scale study conducted on an undergraduate unit within a pre-service teacher education program. MOOCs have been heralded as a new way of learning outside of formal programs of study and there has been much anticipation and speculation regarding their impact on universities. However, MOOCs have failed to deliver the anticipated numbers or types of learning experiences they were designed to for. The next iteration of these types of learning spaces might be to blend them with existing units offered in universities allowing for links and connections between study programs and the outside world. MOOCifying units might be the next step in real and authentic learning. This project seeks to explore these possibilities via an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university.
Howell, J. & Ostashewski, N. (2015). MOOCifying courses: real and authentic learning in higher education. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1663-1668). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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