The OER Knowledge Cloud: Educational Design For Moocs: Design Considerations For Technology-supported Learning At Large Scale

Educational design for MOOCs: Design considerations for technology-supported learning at large scale

Sergis, Stylianos · Sampson, Demetrios G. · Pelliccione, Lina

Published	August 2016
Series	Lecture Notes in Educational Technology Edition 1, Chapter 3, Pages 39–71
Publisher	Open education: From OERs to MOOCs, Springer-Verlag Berlin Heidelberg
Editors	Jemni, Mohamed · Kinshuk · Khribi, Mohamed Koutheair

ABSTRACT

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

ISBN	Hardcover 978-3-662-52923-2
ISSN	eBook 978-3-662-52925-6
Refereed	Yes
Rights	© 2016 Springer International Publishing AG
DOI	10.1007/978-3-662-52925-6_3
URL	https://doi.org/10.1007%2F978-3-662-52925-6_3
Export options	BibTex · EndNote · Tagged XML · Google Scholar

Viewed by 70 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

Burgos Aguilar, José Vladimir; Cox, Glenda; Czerniewicz, Laura; D'Antoni, Susan; et al.

Open Educational Resources (OER) – that is, teaching, learning and research materials that their owners make free to others to use, revise and share – offer a powerful means of expanding the reach and effectiveness ...

Match: Sampson, Demetrios G.

Developing metadata application profiles for open educational resources federated repositories: The case of the open discovery space metadata application profile

Zervas, Panagiotis; Sampson, Demetrios G.; Malta, Mariana Curado; Baptista, Ana Alice; Walk, Paul

With many Learning Object Repositories (LORs) implemented and maintained independently from different organizations or communities, valuable Learning Objects (LOs) are scattered over different LORs and making it ...

Match: Sampson, Demetrios G.

Sharing of open science education resources and educational practices in Europe

Sampson, Demetrios G.; Zervas, Panagiotis; McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart

Match: Sampson, Demetrios G.

Exploring open distance learning at a Jordanian University: A case study

Dirani, Khalil; Yoon, Seung; McGreal, Rory; Conrad, Dianne

This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab ...

Match: ADDIE Model

Grit and intention: Why do learners complete MOOCs?

Wang, Yuan; Baker, Ryan

In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete ...