Orchestrating Shifts in Perspectives and Practices About the Design of MOOCs

Naidu, Som; Karunanayaka, Shironica

doi:10.4324/9780429398919-9

Cited by 4 publications

(6 citation statements)

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“…However, there has been limited theorizing in the online educator professional learning literature on how to design learning in MOOCs for educators so that it is effective for the contextual and situational nature of teaching. This dilemma does not just affect MOOCs for educators; but is arguable a challenge for all online learning models that seeks to provide job-embedded professional learning training across a variety of contexts [2]. For example, designers of a MOOC for business managers might face the same dilemmas of how to support participants in translating general management principles to the specific circumstances in learners' work contexts.…”

Section: Online Modalities Offer New Possibilities and Challenges Formentioning

confidence: 99%

“…Demographic covariates were added to the model for the intercept to adjust for differences in the pre-survey (2).…”

Section: Research Questionmentioning

confidence: 99%

“…However, with falling enrollments and challenges to their business model, many MOOC providers began developing new online-based professional degree and credential programs [1]. This shift also reflects a move away from content-based courses toward job-embedded professional learning with an emphasis on applying knowledge to real-world problems [2].…”

Section: Introductionmentioning

confidence: 99%

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Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning

Littenberg-Tobias¹,

Slama²,

Reich³

2020

Preprint

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How can large-scale online learning serve professionals' learning needs which are often highly localized? In this mixed-methods study, we examine this question through studying the learning experiences of participants in four massive open online courses (MOOCs) that we developed on educational change leadership (N = 1,712). We observed that participants were able to integrate their learning from the online courses across a variety of settings. We argue that a key factor in this process was that the design of online courses was attentive to the various levels in which participants processed and applied their learning. We therefore propose the “Content-Collaboration-Context" model ("C-C-C") as a framework for designing and researching open online learning experiences for professional learning settings where participants’ work is highly localized. In analyzing learner experiences in our MOOCs, we apply this framework to illustrate how individuals integrated the generalized content of the online courses into their context-specific practices. We conclude with implications for the design and research on online professional learning experiences.

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Section: Online Modalities Offer New Possibilities and Challenges Formentioning

confidence: 99%

“…Demographic covariates were added to the model for the intercept to adjust for differences in the pre-survey (2).…”

Section: Research Questionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning

Littenberg-Tobias¹,

Slama²,

Reich³

2020

Preprint

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show abstract

“…However, with falling enrollments and challenges to their business model, many MOOC providers began developing new online-based professional degree and credential programs (Reich and Ruipérez-Valiente, 2019). This shift also reflects a move away from content-based courses toward job-embedded professional learning with an emphasis on applying knowledge to real-world problems (Naidu and Karunanayaka, 2019).…”

Section: Introductionmentioning

confidence: 99%

Large-Scale Learning for Local Change: The Challenge of Massive Open Online Courses as Educator Professional Learning

Littenberg-Tobias

Slama

2022

Front. Educ.

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How can large-scale open online learning serve the professional learning needs of educators which are often highly localized? In this mixed-methods study, we examine this question through studying the learning experiences of participants in four massive open online courses (MOOCs) that we developed on educational change leadership (N = 1,712). We observed that educators were able to integrate their learning from the online courses across a variety of educational settings. We argue that a key factor in this process was that the design of online courses was attentive to various levels in which participants processed and applied their learning. We therefore propose the “Content-Collaboration-Context Model” (C-C-C) as a design model for designing and researching open online learning experiences for professional learning settings where participants’ work is highly localized. In analyzing learner experiences in our MOOCs, we apply this model to illustrate how individuals integrated the de-contextualized content of the online courses into their context-specific practices. We conclude with implications for the design and research on open online professional learning experiences.

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“…the end. But more importantly, full fee-paying registrations are on the rise, which is leading to new business models, and pedagogical designs, including MOOC-based full degree programs along with short courses for micro credentials (see Bhartu & Naidu, 2020;Naidu & Karunanayaka, 2020). The truth is that a new wave of MOOCs is emerging, and they are neither massive nor self-organizing learning experiences as they were intended to be.…”

mentioning

confidence: 99%

The MOOC is dead—long live MOOC 2.0!

Naidu¹

2020

Distance Education

Self Cite

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The MOOC is dead-long live MOOC 2.0. The veracity of this claim depends to a great deal on who is making it. Or is the claim an example of the false "appeal to authority" argument denounced by logicians as crooked thinking? Or even an age-old "appeal to novelty" argument whereby new terms are deemed to be better than old ones without proof? The answer depends on how much evidence is produced for the idea that experts are always right (see Thouless, 1953). The evidence provided in the book edited by Ke Zhang, Curtis Bonk, Thomas Reeves, and Thomas Reynolds, MOOCs and Open Education in the Global South: Challenges, Successes, and Opportunities, which is reviewed in this issue reminds us that while the genesis of MOOCs lies in the affordances of connection and connectivity (Downes, 2012), MOOC ventures have since then followed various pathways and found favor in very different contexts. Most contemporary MOOC initiatives are in fact driven by aspirations very different from those envisaged by Siemens and Downes (see Siemens & Downes, 2008).So, while the aspirational goals of MOOCs may have gone unrealized, the idea of MOOCs has found meaningful traction in other forms and contexts. These include brand promotion by Ivy League institutions in emerging and open markets and monetization of online and distance learning opportunities. They also include the use of MOOCs for improving access to learning opportunities and empowerment of disadvantaged societies more broadly. The book by Zhang et al. is replete with examples from the Global South and especially from its less developed regions. These include the use of MOOCs for such purposes as skills development in a wide variety of areas, including literacy and numeracy, continuing professional development of the workforce, and capacity building in managing global challenges such as climate change and civic education.The editors of this book point out, and rightly so, that for people in the Global South, MOOCs offer hope and a path to empowerment and a chance to be part of a larger learning community. For many from this region, the MOOC offers not just a learning opportunity but access to award-winning teachers and researchers from top-tier educational institutions from throughout the world-people they would otherwise never know, let alone visit or learn from (Zhang et al., 2020, p. xxiv). In these regions, MOOCs are finding a useful and justifiable purpose. The story of MOOCs in this part of the world is, as such, very different from that envisaged in the Global North, where the MOOC phenomenon has been characterized as a passing fad, a failed pedagogy, and worse, an attempt by educational institutions to shake up the professoriate and replace them with a very different, and possibly cheaper, model of learning and teaching (see Baggaley, 2013Baggaley, , 2014aBaggaley, , 2014bNaidu, 2013;Rees, 2013).Recent reports such as those by Shah (2019aShah ( , 2019b suggest that the decline or death of MOOCs might be exaggerated. These reports show that in recent years, more than 100 ...

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Orchestrating Shifts in Perspectives and Practices About the Design of MOOCs

Cited by 4 publications

References 1 publication

Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning

Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning

Large-Scale Learning for Local Change: The Challenge of Massive Open Online Courses as Educator Professional Learning

The MOOC is dead—long live MOOC 2.0!

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