The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Remarks on MOOCS and Mini-MOOCS
Spector, Michael J.

PublishedJune 2014
JournalEducational Technology Research and Development
Volume 62, Issue 3, Pages 385–392
PublisherSpringerLink

ABSTRACT
In an earlier issue of ETR{&}D, the editors provided an hierarchical framework of components to support learning and instruction. That hierarchy included information objects, knowledge objects, learning objects, instructional objects, courses, programs and ongoing efforts, with each subsequent component building on the former components. For example, a course is a structured collected of instructional objects, which in turn are structured collections of learning objects with learning activities, feedback, and assessments (both formative and summative). Based on that hierarchical perspective, most of the current massive open online courses (MOOCs) are not actually courses. This article proposes taking what is good about the MOOC concept and transforming it into something that could be considered a course–-namely, a mini-MOOC.

Keywords dynamic feedback · formative assessment · learning activities · mini-MOOC · MOOC · summative assessment

ISSN1556-6501
Other number3
RefereedYes
Rights© Association for Educational Communications and Technology 2014
DOI10.1007/s11423-014-9339-4
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 242 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

A critical look at MOOCs
Spector, Michael J.; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
Massive Open Online Courses (MOOCs) are offered online to anyone who registers. There are no requirements to register and for those not wishing to receive course credit or a certificate indicating successful completion, ...
Match: spector, michael j.; dynamic feedback

Assessment approaches in massive open online courses: Possibilities, challenges and future directions
Xiong, Yao; Suen, Hoi K.
The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating ...
Match: formative assessment; summative assessment

Assistant Secretary of State remarks on the importance of OER
Forward, Mary Lou
Governments are increasingly paying attention to the potential of OER to leverage improvements in reach, effectiveness and equality of education. Evan Ryan, the US Assistant Secretary of State for Educational and ...
Match: remarks

Comparative between quality assessment tools for MOOCs: ADECUR vs Standard UNE 66181: 2012
Ramirez Fernandez, Miguel Baldomero; Salmeron Silvera, Jose Luis; López Meneses, Eloy
Massive open online courses (MOOCs) have emerged in informative and scientific literature as a revolution with great potential within the educational and training world. However, at the same time, there are ...
Match: mooc

Identifying interaction patterns and teacher-learner roles in connectivist massive open online courses
Bozkurt, Aras
The purpose of this doctoral dissertation is to identify interaction patterns and teacher-learner roles in connectivist massive open online courses (MOOCs). To accomplish this purpose, mixed method and the explanatory ...
Match: mooc

The MOOC model for digital practice
McAuley, Alexander; Stewart, Bonnie; Siemens, George; Cormier, Dave
The MOOC Model for Digital Practice responds to the “Building Digital Skills for Tomorrow” section of the consultation paper Improving Canada’s Digital Advantage: Strategies for Sustain- able Prosperity by ...
Match: mooc

Awareness towards Massive Open Online Courses (MOOCs) and their usage for Teacher Education in India
Singh, Gaurav; Chauhan, Rashmi
Open and Distance Learning (ODL) system has changing fast with technological advancements and interventions. Massive Open Online Courses (MOOCs) have emerged as game changers as they are flexible in time and place as ...
Match: mooc

A design guide for open online courses
Pratt, Dave; Schmoller, Seb; Jennings, David; Buckman, Will; et al.
This guide is a comprehensive summary of how we went about creating Citizen Maths, an open online maths course and service. The guide shares our design principles and the techniques we used to put them into practice. ...
Match: mooc

MOOC makers: Professors’ experiences with developing and delivering MOOCs
Blackmon, Stephanie
Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent ...
Match: mooc

Mentoring learners in MOOCs: A new way to improve completion rates?
Dhorne, Lucie; Deflandre, Jean-Pierre; Bernaert, Olivier; Bianchi, Sébastien; et al.
Since the launch of the MIT Open-Course Ware in 2001, MOOCs have developed exponentially. From a dozen in 2011, they have become ubiquitous in higher education nowadays. Far from bringing about a revolution in teaching ...
Match: mooc