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Pedagogy-informed Design of Conversational Learning at Scale

Sharples, Mike and Ferguson, Rebecca (2019). Pedagogy-informed Design of Conversational Learning at Scale. In: EC-TEL 2019 14th European Conference on Technology Enhanced Learning, 16-19 Sep 2019, Delft, Netherlands.

URL: http://www.ec-tel.eu/index.php?id=918
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Abstract

This paper examines how an explicit theory of learning as conversation has informed design of the FutureLearn MOOC platform. We describe a process of pedagogy-informed systems design and show how Conversation Theory has provided a framework for design that combines learning as conversation with instruction through structured content. The paper compares performance metrics across three MOOC platforms. Results show higher levels of social engagement, with comparable completion rates, for the FutureLearn platform.

Item Type: Conference or Workshop Item
Keywords: pedagogy, conversational learning, FutureLearn, MOOC, conversation theory, social engagement, agile, cybernetics
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 62493
Depositing User: Rebecca Ferguson
Date Deposited: 18 Jul 2019 09:42
Last Modified: 18 Jul 2019 09:57
URI: http://oro.open.ac.uk/id/eprint/62493
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