Littlejohn, Allison and Milligan, Colin
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Employers are becoming aware of the potential of Massive Open Online Courses as a significant form of learning for work. MOOCs have the potential to transform professional learning, but require learners to be self-regulated. Most MOOCs are not designed in ways that encourage self-regulated learning. Therefore there is a need for design tools that can guide instructional designers and teachers in designing MOOCs that promote self-regulation. This paper presents two toolsets to guide MOOC design. MOOC-SRL patterns allow the sharing and reuse of MOOC designs that encourage self-regulation. These design patterns demonstrate ways in which courses can take advantage of the knowledge and expertise that professional learners bring to their formal learning experience, and highlight the importance of course design that engages professional learners and meets their individual needs. Second the MOOC-DTQ is an audit tool that guides instructional designers in pedagogic design decisions made at platform (macro) level as well as at course (micro) level. The tool enables instructional designers to question their design decisions and provides possible interventions that may improve their design. These tools were developed as part of a larger study funded by the Bill and Melinda Gates Foundation MOOC Research Initiative.
|Item Type:||Journal Article|
|Keywords:||MOOC, self-regulated learning, professional learning, design patterns|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Depositing User:||Allison Littlejohn|
|Date Deposited:||24 May 2016 13:55|
|Last Modified:||08 Feb 2017 13:13|
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