Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community

Honeychurch, Sarah; Patrick, Fiona

doi:10.1177/1745499918768112

Cited by 7 publications

(4 citation statements)

References 32 publications

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“…Affinity spaces begin with some form of content, but participant interactions organize and transform it. Therefore, learning is social and situated, occurring through both interactions and activity, with knowledge and learning distributed among participants (Honeychurch & Patrick, 2018 ). The advancement of technology has allowed NATO to move communities of practice beyond the walls of traditional workplace interactions.…”

Section: Design Processmentioning

confidence: 99%

Iterative Design and Integration of a Microlearning Mobile App for Performance Improvement and Support for NATO Employees

et al. 2022

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This case study details microlearning content development, testing, and implementation of the NATO Headquarters Supreme Allied Command Transformation (HQ SACT) e-Learning Networking App (NeNA) conducted by an AECT microlearning consulting team. NeNA was designed to provide microlearning “just-in-time” content, to create socialization (affinity spaces), channel organizational content, and increase employee motivation. The purpose of the AECT and HQ SACT partnership was to test the NeNA app as a viable way to develop and deliver microlearning content that personalizes self-directed learning, reduces cognitive load, meets the changing needs of the younger workforce, and captures implicit knowledge of employees prior to the end of their military duties. Primary lessons learned surrounded the importance of practitioner awareness of organizational and contextual challenges, including usability of solutions and essential steps to onboarding (training and integration), when adopting mobile learning solutions to provide performance support and improvement to employees.

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Section: Design Processmentioning

confidence: 99%

Iterative Design and Integration of a Microlearning Mobile App for Performance Improvement and Support for NATO Employees

et al. 2022

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“…However, subjects requiring greater student interaction demonstrated better results via the MOOC. Honeychurch and Patrick (2018) take an alternative approach to the use of a MOOC as a formal learning space. They report on the globalised connected learning MOOC (CLMOOC).…”

Section: Massive Open Online Courses (Moocs)mentioning

confidence: 99%

Technologies, learning and culture: Some emerging themes

Lally

Sclater

Brown

2018

Research in Comparative and International Education

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This paper reflects on some of the themes emerging from a consideration of recent research at the nexus of technologies, learning and culture. The authors comment on the expansive nature of the concept of learning spaces in papers featuring an investigation of technology enhanced learning (TEL) and communication design studios in the UK and Australia, the use of interdisciplinary research collaborations to develop novel implementations of TEL learning spaces, and the challenges of developing an e-university in Malawi. They also examine a comparative study focused on classroom-based learning spaces augmented by computer-based assessment technologies, and the role of TEL both within and in response to protests at universities in South Africa. Massive open online courses are then considered as distinctive educational designs that may offer diverse student experiences, either formal or informal. The next emerging theme considers the sources of tension and richness arising from the widely divergent values that can be embedded in TEL. This is followed by consideration of infrastructural issues and the technologies–learning–culture nexus, followed by the use of theory in TEL work, leading to interdisciplinary theory-informed TEL projects that may be beneficial in the wider project of reimagining higher education for work and study. Finally, the paper examines the theme of mobile TEL and the hegemonic issues surrounding the building of sustainable and authentic foundations for learning with mobiles in the globalised South. The theme points to the methodologically challenging and problematic aspects of this hegemonic analysis and considers how the arguments may be further developed.

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“…MOOCs appear in the form of learning available to all and support the concept of lifelong learning where opportunities are made available to learners throughout their life. The market created by MOOCs and the benefits received globally by learners and providers cannot be understated even in the face of the cynicism offered by some [17]. The MOOC model is an evolution of the traditional model where materials are developed by experts to satisfy the demand by employers such as universities or private companies.…”

Section: Introductionmentioning

confidence: 99%

Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler

Brown

Larionova²,

Lally

2018

R-E

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This paper considers the ubiquity of technology as an enabler for lifelong learning in modern society and the impact this dependence on technology has on the strategic design of learning systems. The role of lifelong learning in modern economies and the diversity of activities associated with lifelong learning requires targeted resourcing and understanding of the meaning of lifelong learning. The dominance of technology enhanced learning in modern education is accepted as a de-facto component in the design of any learning programme. The literature on the technology enhanced learning-smart city nexus explores the technology in depth with a strong focus on learning analytics and big data applications. Evidence of the pedagogical paradigm requirements is not quite so visible and this lack of understanding of the complete model creates tensions in the design of lifelong learning systems. The agency of active learning is considered in the sense of the triune of human, education and economic, systems for the sustainable growth of a knowledge economy. Structured approaches to learning are demonstrated and comparison is drawn with smart city projects in Ireland and the United Kingdom.

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Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community

Cited by 7 publications

References 32 publications

Iterative Design and Integration of a Microlearning Mobile App for Performance Improvement and Support for NATO Employees

Iterative Design and Integration of a Microlearning Mobile App for Performance Improvement and Support for NATO Employees

Technologies, learning and culture: Some emerging themes

Lifelong learning as a tool for the development of smart cities: technology enhanced learning as an enabler

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