Massive open online courses: A traditional or transformative approach to learning
| Published | July 2014 |
| Series | Advancing Technology Enhanced Learning Chapter 10, Pages 138-153 |
| Publisher | Reusing Open Resources: Learning in Open Networks for Work, Life and Education |
| Editors | Littlejohn, Allison and Pegler, Chris |
ABSTRACT
This chapter examines potential benefits and limitations of MOOCs, using a case example of a major MOOC initiative:edX. This chapter begins by examining conflicting perspectives around MOOCs from the literature. Then the HarvardX course design workflow model is outlined. HarvardX is at the center of a variety of activities at Harvard University associated with open educational resources and open courses. The first five HarvardX MOOCs are described and learner behaviors in these courses are analysed. Finally, the benefits and limitations of open courses are reported.| Keywords | HarvardX · MOOC · open courses |
| ISSN | Print ISBN: 9780415838689 eBook ISBN: 9780203780190 Adobe ISBN: 9781135040048 |
| Refereed | Yes |
| Rights | © 2015 – Routledge |
| DOI | 10.4324/9780203780190 |
| URL | https://books.google.ca/books?id=q9oABAAAQBAJ&pg=PT127&dq=Vale+Littlejohn+Transformative&hl=en&sa=X&ved=0ahUKEwi1u6S8oOzNAhWJHB4KHcFOCmkQ6AEIHjAA#v= |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 43 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Open, lifewide learning: A vision
Littlejohn, Allison; Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Pegler, Chris
Match: Littlejohn, Allison
Quality in MOOCs: Surveying the terrain
Hood, Nina; Littlejohn, Allison
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It ...
Match: Littlejohn, Allison; MOOC
Designing for quality?
Littlejohn, Allison; Hood, Nina
There are significant complexities in interpreting and measuring quality in MOOCs. In this chapter, we examine experts' perceptions of how to measure quality in MOOCs, using empirical data we gathered through ...
Match: Littlejohn, Allison; MOOC
Massive numbers, diverse learning
Littlejohn, Allison; Hood, Nina
MOOCs provide education for millions of people worldwide. Though it is not clear whether everyone can learn in a MOOC. Building on the typology of MOOC participants introduced is in Chap. 3 , and we explore the claim ...
Match: Littlejohn, Allison; MOOC
Supporting professional learning in a massive open online course
Milligan, Colin; Littlejohn, Allison; McGreal, Rory; Conrad, Dianne
Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to ...
Match: Littlejohn, Allison; MOOC
Challenges of collaborative knowledge creation: Work with shared objects
Paavola, Sami; Pegler, Chris; Littlejohn, Allison
Match: Littlejohn, Allison
HarvardX and MITx: The first year of open online courses: Fall 2012-summer 2013
Ho, Andrew Dean; Reich, Justin; Nesterko, Sergiy O.; Seaton, Daniel Thomas; et al.
HarvardX and MITx are collaborative institutional efforts between Harvard University and MIT to enhance campus-based education, advance educational research, and increase access to online learning opportunities ...
Match: HarvardX; MOOC
Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice
Hood, Nina; Littlejohn, Allison
Open education resources (OER) and accompanying open education practices(OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning ...
Match: Littlejohn, Allison
JISC/HE Academy OER Programme: Phase 3 synthesis and evaluation report
McGill, Lou; Falconer, Isobel; Littlejohn, Allison; Beetham, H.
The JISC/HE Academy OER Phase 3 programme (October 2011- October 2012) was designed to build on the sustainable practice identified in the first two stages (Pilot programme, and Phase 2 programme), and to expand in new ...
Match: Littlejohn, Allison
Overview and analysis of practices with open educational resources in adult education in Europe
Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Boursinou, Eleni; et al.
This report synthesizes the findings of the "OER4Adults study", a study conducted in 2012-13 by a team from the Caledonian Academy, Glasgow Caledonian University, under a contract with the European Commission Joint ...
Match: Littlejohn, Allison
