Let’s reflect on MOOCs, Interdisciplinary Collaboration and Community of Inquiry.
Dodzi Amemado, Scholar, United States
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper offers a reflection on the possibility to link MOOCs, Interdisciplinarity and Community of Inquiry. We live in a world where problems cross more than one disciplinary boundary. Sciences and disciplines need to engage in a collaborative relationship for the problems to be tackled from different disciplinary perspectives. For this purpose, the scientific community must find the means to engage in more dialogue between disciplines to face some multifaceted problems in the society. MOOCs may still be new and sometimes controversial, but as Pence (2013) put it, they are too important to ignore. My question is: what if the academia seriously considers MOOCs' potential for interdisciplinary exchanges? At least, they seem to be a place, an online crossroads, where it’s easily possible to learn about other areas of studies, their concepts, methods and main theories; and a platform to exchange ideas with professionals and scholars of different backgrounds. While weighing in this questioning, the model of the community of inquiry appeared to be a framework that could be also considered, in order to bring more collaboration in the academia, on the road to reaching more dialogue between differing traditional disciplinary perspectives.
Amemado, D. (2014). Let’s reflect on MOOCs, Interdisciplinary Collaboration and Community of Inquiry. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 2696-2700). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)