Pedagogy-informed design of conversational learning at scale

Sharples, Mike and Ferguson, Rebecca (2019). Pedagogy-informed design of conversational learning at scale. In: CEUR Workshop Proceedings, 2437, article no. 2.



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.

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