Ferguson, Rebecca and Sharples, Mike
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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1007/978-3-319-11200-8_8|
|Google Scholar:||Look up in Google Scholar|
This paper looks at the implications for pedagogy of education at a massive scale. It begins by looking at educational approaches designed or adapted to be effective for large numbers of learners: direct instruction, networked learning, connectivism, supported open learning, and conversational learning at scale. It goes on to identify benefits and challenges of teaching and learning at scale. A grounded approach was used to analyse data from 18 MOOCs run on the UK-based FutureLearn platform. This identified benefits and challenges for learners, for educators and for society as a whole. These need to be addressed in two ways, through learning design and through platform design.
|Item Type:||Conference Item|
|Copyright Holders:||2014 Springer International Publishing Switzerland|
|Keywords:||MOOCs; pedagogy; massive scale; open learning|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Rebecca Ferguson|
|Date Deposited:||04 Sep 2014 10:21|
|Last Modified:||07 Feb 2017 20:53|
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