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    Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale

    Access Status
    Fulltext not available
    Authors
    Sergis, S.
    Sampson, Demetrios
    Pelliccione, Lina
    Date
    2017
    Type
    Book Chapter
    
    Metadata
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    Citation
    Sergis, S. and Sampson, D. and Pelliccione, L. 2017. Educational Design for MOOCs: Design Considerations for Technology-Supported Learning at Large Scale. In Lecture Notes in Educational Technology, 39-71. Berlin Heidelberg: Springer Nature.
    Source Title
    Lecture Notes in Educational Technology
    DOI
    10.1007/978-3-662-52925-6_3
    ISBN
    978-3-662-52923-2
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/69868
    Collection
    • Curtin Research Publications
    Abstract

    © Springer-Verlag Berlin Heidelberg 2017. 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.

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