Ferguson, Rebecca; Sharples, Mike and Beale, Russell
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In this chapter, we look ahead to the year 2030 and consider the ways in which current visions of massive open online courses may develop into realities. We also look at the changes in pedagogy, technology, and the wider environment that will be necessary in order for them to flourish.
By 2030, it is unlikely that we will still be using the term MOOC. What MOOCs have initiated is an understanding of how higher learning can be offered online at massive scale. As universities, companies, governments and non-government organisations enter this world of massive online learning, they will encounter not only economies of scale, opportunities to enter new education markets, and ways to disseminate their ideas worldwide, but also the traditional education issues of teacher education, course design, quality assurance, examination, and accreditation, recast for a global body of students. The roles of universities will change as they seek to expand their programmes for online learning, with all the issues associated with students from many locations and cultures engaging in learning at a distance. Nevertheless, the university will have a place in this new mix, not only as a site for premium campus services but also as a trusted examining body. Universities will also play a significant role as leaders of research into innovative pedagogical practices.
|Item Type:||Book Chapter|
|Copyright Holders:||2015 Taylor & Francis|
|Keywords:||MOOCs; massive open online courses; TEL; technology enhanced learning; educational futures; future; TEL complex; change; open education; pedagogy; learning at scale|
|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:||26 Jun 2015 08:28|
|Last Modified:||09 Feb 2017 16:24|
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