Troubleshooting MOOCs: The Case of a Massive Open Online Course at a College of Education
Sarah Schrire, Dalit Levy, Kibbutzim College of Education, Technology and the Arts, Israel
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper presents a case study involving the establishment of a massive open online course (MOOC) at a college of education. MOOCs are seen to represent an approach to learning that should be of interest to educators preparing their learners (the teachers of tomorrow) for life and work in a knowledge society. First, MOOCs are considered in relation to the pedagogical theory of connectivism. Then the process of setting up a specific MOOC is analyzed in terms of aspects of organizational culture that are necessary for technological innovations to be accepted in an institution. Gaps between the perceived context and the reality on the ground have necessitated a repurposing of the primary ideas and the original plan. These developments constitute the object of study in this research in progress, and form the basis for this presentation.
Schrire, S. & Levy, D. (2012). Troubleshooting MOOCs: The Case of a Massive Open Online Course at a College of Education. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 761-766). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Yong Chen, Old Dominion University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
Tharindu Liyanagunawardena, University of Reading; Andrew Adams, Meiji University, Tokyo, Japan; Shirley Williams, University of Reading
The International Review of Research in Open and Distributed Learning Vol. 14, No. 3 (Jun 03, 2013) pp. 202–227
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