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A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case

Manathunga, Kalpani; Hernández-Leo, Davinia and Sharples, Mike (2017). A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case. In: Delgado Kloos, Carlos; Jermann, Patrick; Pérez-Sanagustín, Mar; Seaton, Daniel T. and White, Su eds. Digital Education: Out to the World and Back to the Campus. Lecture Notes in Computer Science, 10254. Springer, pp. 243–253.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1007/978-3-319-59044-8_29
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Abstract

Collaborative and social engagement promote active learning through knowledge intensive interactions. Massive Open Online Courses (MOOCs) are dynamic and diversified learning spaces with varying factors like flexible time frames, student count, demographics requiring higher engagement and motivation to continue learning and for designers to implement novel pedagogies including collaborative learning activities. This paper looks into available and potential collaborative and social learning spaces within MOOCs and proposes a social learning space grid that can aid MOOC designers to implement such spaces, considering the related requirements. Furthermore, it describes a MOOC case study incorporating three collaborative and social learning spaces and discusses challenges faced. Interesting lessons learned from the case give an insight on which spaces to be implemented and the scenarios and factors to be considered.

Item Type: Book Section
Copyright Holders: 2017 Springer International Publishing AG
ISBN: 3-319-59043-X, 978-3-319-59043-1
Extra Information: Proceedings of the 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017.
Keywords: collaborative learning; social learning; MOOC
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: OpenTEL
Related URLs:
Item ID: 53620
Depositing User: Mike Sharples
Date Deposited: 07 Mar 2018 13:02
Last Modified: 10 Dec 2018 00:24
URI: http://oro.open.ac.uk/id/eprint/53620
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