MOOCs: from massive to multiple open online courses

Mikala Hansbøl

MOOCs: from massive to multiple open online courses

Bidragets oversatte titel: MOOCs, fra massive til multipelt åbne online forløb

Mikala Hansbøl

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

Abstract

During 2013-2014 University College Zealand (UCSJ) experimented with the development of a Philosophy of Science MOOC. The MOOC was developed at a diploma program level and targeted UCSJ’s potential future as well as actual students. The actual MOOC participants’ turned out to be highly self-motivated and self-regulated and hence their participation was heavily influenced by their very different interests in the MOOC: e.g. curious about pedagogy, curious about MOOCs, interested in Philosophy of Science. With the ambition of open access for different participants, it became central to work on the question of how future MOOC designs can better include and guide various participants’ interests and forms of engagements.

Bidragets oversatte titel	MOOCs, fra massive til multipelt åbne online forløb
Originalsprog	Engelsk
Publikationsdato	20 maj 2016
Antal sider	16
Status	Udgivet - 20 maj 2016
Begivenhed	Designs for Learning 2016: Learning Ecologies - Department of Learning and Philosophy, Aalborg University, Copenhagen, Danmark Varighed: 17 maj 2016 → 20 maj 2016 http://www.designsforlearning2016.aau.dk/

Konference

Konference	Designs for Learning 2016
Lokation	Department of Learning and Philosophy, Aalborg University
Land/Område	Danmark
By	Copenhagen
Periode	17/05/16 → 20/05/16
Internetadresse	http://www.designsforlearning2016.aau.dk/

Emneord

web 2.0 virtuel læring
MOOC participants
MOOCs
self-motivated learners
self-regulated learners

Adgang til dokumentet

http://vbn.aau.dk/files/233636459/Proceedings_of_the_5th_International_Conference_on_Designs_for_Learning.pdfLicens: Ikke-specificeret

Citationsformater

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title = "MOOCs: from massive to multiple open online courses",

abstract = "During 2013-2014 University College Zealand (UCSJ) experimented with the development of a Philosophy of Science MOOC. The MOOC was developed at a diploma program level and targeted UCSJ{\textquoteright}s potential future as well as actual students. The actual MOOC participants{\textquoteright} turned out to be highly self-motivated and self-regulated and hence their participation was heavily influenced by their very different interests in the MOOC: e.g. curious about pedagogy, curious about MOOCs, interested in Philosophy of Science. With the ambition of open access for different participants, it became central to work on the question of how future MOOC designs can better include and guide various participants{\textquoteright} interests and forms of engagements.",

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author = "Mikala Hansb{\o}l",

year = "2016",

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day = "20",

language = "English",

pages = "63--78",

note = "Designs for Learning 2016 : Learning Ecologies, DfL 2016 ; Conference date: 17-05-2016 Through 20-05-2016",

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N2 - During 2013-2014 University College Zealand (UCSJ) experimented with the development of a Philosophy of Science MOOC. The MOOC was developed at a diploma program level and targeted UCSJ’s potential future as well as actual students. The actual MOOC participants’ turned out to be highly self-motivated and self-regulated and hence their participation was heavily influenced by their very different interests in the MOOC: e.g. curious about pedagogy, curious about MOOCs, interested in Philosophy of Science. With the ambition of open access for different participants, it became central to work on the question of how future MOOC designs can better include and guide various participants’ interests and forms of engagements.

AB - During 2013-2014 University College Zealand (UCSJ) experimented with the development of a Philosophy of Science MOOC. The MOOC was developed at a diploma program level and targeted UCSJ’s potential future as well as actual students. The actual MOOC participants’ turned out to be highly self-motivated and self-regulated and hence their participation was heavily influenced by their very different interests in the MOOC: e.g. curious about pedagogy, curious about MOOCs, interested in Philosophy of Science. With the ambition of open access for different participants, it became central to work on the question of how future MOOC designs can better include and guide various participants’ interests and forms of engagements.

KW - web 2.0 virtual learning

KW - MOOC participants

KW - MOOCs

KW - self-motivated learners

KW - self-regulated learners

KW - MOOC participants

KW - MOOCs

KW - Massive Open Online Course

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KW - entry survey

M3 - Paper

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ER -

MOOCs: from massive to multiple open online courses

Abstract

Konference

Emneord

Adgang til dokumentet

Fingeraftryk

Citationsformater