Lessons Learned from Designing and Developing MOOCs by Doctoral Students
PROCEEDINGS
Trang Phan, Abel Kalum, Arthur Anthony Noel Beltran, Sara McNeil, Bernard Robin, University of Houston, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
The process of design and development of a series of Massive Open Online Courses (MOOCs) have been created by a group of doctoral students and supervised by two faculty members at the Curriculum and Instruction (CUIN) Department of a university. This paper presents the chronological and methodological order of experiences of the doctoral students in the first two MOOCs, namely Digital Storytelling and New Technologies, with a focus on the development phase. To highlight the practical functions of personal knowledge and experiences, Narrative Inquiry (Conle, 2000) is used as a research methodology. This paper aims to guide novice instructional designers on designing upcoming MOOCs that facilitates better student engagement, peer assessment, and content development.
Citation
Phan, T., Kalum, A., Anthony Noel Beltran, A., McNeil, S. & Robin, B. (2014). Lessons Learned from Designing and Developing MOOCs by Doctoral Students. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1580-1585). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from https://www.learntechlib.org/primary/p/149058/.
© 2014 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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