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Educational design for MOOCs: Design considerations for technology-supported learning at large scale
Sergis, Stylianos · Sampson, Demetrios G. · Pelliccione, Lina

PublishedAugust 2016
SeriesLecture Notes in Educational Technology
Edition 1, Chapter 3, Pages 39–71
PublisherOpen education: From OERs to MOOCs, Springer-Verlag Berlin Heidelberg
EditorsJemni, Mohamed · Kinshuk · Khribi, Mohamed Koutheair

Massive open online courses (MOOCs) are a recent trend in the field of online learning. Their potential distinctive educational innovation is attributed mainly to their “Massiveness” and “Openness” dimensions. These two characteristics introduce new educational design considerations for accommodating the challenging demands of “Massiveness” and “Openness.” This is particularly pressing, since commonly recognized “shortcomings” of MOOCs, such as high participant drop-out rates and low levels of participant engagement and motivation, have been associated to the educational design of MOOCs. Within this context, this chapter discusses issues related with the educational design of MOOCs with emphasis to cultural and motivational issues, presents an analysis of existing educational design frameworks and/or guidelines for MOOCs and, finally, proposes an ADDIE-based educational design considerations framework (EDCF) for MOOCs, which incorporate the “Massiveness” and “Openness” requirements.

Keywords ADDIE Model · design considerations · educational design · massive open online courses · xMOOC

ISBNHardcover 978-3-662-52923-2
ISSNeBook 978-3-662-52925-6
Rights© 2016 Springer International Publishing AG
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

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