Co-Constructing Knowledge Through mOOC Design and Development PROCEEDINGS
Laura Morrison, Diana Petrarca, Janette Hughes, Jennifer Laffier, University of Ontario Institute of Technology, Canada
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The realm of e-learning has evolved significantly over the past twenty years. Most recently, the MOOC, or massive, open, online course has become popular in educational settings and beyond. The main appeal of MOOCs is the emphasis on open distribution, meaning that anyone with Internet access can register and complete the course or take what they need from the course without completing it. Another benefit of the MOOC is the seemingly unlimited capacity to accommodate massive numbers of participants. Given the current popularity of MOOCs in higher education, it is not surprising that the Canadian government is offering financial incentives to educational institutions to develop a strong e-learning infrastructure. In this ethnographic-case study we explored the process of designing a MOOC module – or a mini-MOOC (hereafter mOOC) as part of the coursework in a graduate level Learning Tools course at a Faculty of Education.
Morrison, L., Petrarca, D., Hughes, J. & Laffier, J. (2015). Co-Constructing Knowledge Through mOOC Design and Development. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 993-998). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 26, 2017 from https://www.learntechlib.org/p/150124/.
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