Abstract
Massive Open Online Courses (MOOCs) as provision of open and online education have become phenomena in higher education that cannot be dismissed. While MOOCs have orginated in Canada and the United States, the cMOOC and the xMOOC model used there does not fit entirely with the European take on education. This chapter describes an alternative, collaborative approach of MOOC design. This approach is based on a model already tested in practice and has been further elaborated and evaluated in the Elearning, Communication and Open-data (ECO) project. The pedagogical framework is based on the notion that MOOCs should be designed to accommodate the specific context of open online education with its heterogeneity of learner needs. It differs very much from a traditional classroom approach and needs to put the learner center-stage in a social networked learning environment. The characteristics of such a pedagogical framework are described and it is explained how digital inclusion, ubiquitous learning, and gamification can provide affordances for active participation of learners that meet the learners’ needs. Examples are given of implementation of these aspects in ECO MOOCs and initial reports of user evaluations indicate that learners liked this approach.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
- 2.
- 3.
The pedagogical model of the course is such that the efforts of all services (including of academic staff on tutoring, tests, etc.) does not increase significantly as the number of participants increases.
- 4.
References
Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group Report. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
Andreason, K. (2013). Redefining the digital divide. Retrieved from http://www.economistinsights.com/analysis/redefining-digital-divide/fullreport?region%5B4%5D=4&eloqua_access=3206651642007732
Antin, J., & Churchill, E. F. (2011). Badges in Social Media: A Social Psychological Perspective. Paper presented at the CHI 2011 Gamification Workshop Proceedings, Vancouver, BC, Canada.
Bates, A. W. (2015). Teaching in a digital age. Guidelines for designing teaching and learning for a digital age.
Bielik, P. (2012). Integration and adaptation of motivational factors into software systems. Paper presented at the Personalized Web-Science, Technologies and Engineering: 11th Spring 2012 PeWe Workshop Modra, Piesok, Slovakia.
Brouns, F., Mota, J., Morgado, L., Jansen, D., Fano, S., & Silva, A., et al. (2014). A networked learning framework for effective MOOC design: the ECO project approach. In A. M. Teixeira & A. Szücs (Eds.), 8th EDEN Research Workshop. Challenges for Research into Open & Distance Learning: Doing Things Better: Doing Better Things. Oxford, United Kingdom Budapest, Hungary: EDEN.
Castaño Muñoz, J., Redecker, C., Vuorikari, R., & Punie, Y. (2013). Open Education 2030: Planning the future of adult learning in Europe. Open Learning: The Journal of Open, Distance and e-Learning, 28(3), 171–186. doi:10.1080/02680513.2013.871199.
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B, April 16, 2013. Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of-mooc.html
Conole, G. (2013a). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39. Retrieved from: http://www.um.es/ead/red/39/
Conole, G. (2013b). A new classification of MOOCs. MOOC Quality Project, June 4, 2013. Retrieved from http://mooc.efquel.org/a-new-classification-for-moocs-grainne-conole/
Cope, B. Y., & Kalantzis, M. (Eds.). (2007). Ubiquitous Learning. Exploring the anywhere/anytime possibilities for learning in the age of digital media. Urbana: University of Illinois Press.
de Langen, F., & van den Bosch, H. (2013). Massive Open Online Courses: disruptive innovations or disturbing inventions? Open Learning: The Journal of Open, Distance and e-Learning, 28(3), 216–226. doi:10.1080/02680513.2013.
European Commission. (2013). Opening up education: Innovative teaching and learning for all through new technologies and open educational resources. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52013DC0654&from=EN
European Commission. (2014). Digital inclusion and skills in EU 2014. Digital Agenda for Europe. Scoreboard. Retrieved from http://ec.europa.eu/digital-agenda/en/news/scoreboard-2014-digital-inclusion-and-skills-eu-2014
Fueyo, A., Fano, S., Callejo, J., Brouns, F., Gutiérrez, A., & Bossu, A., et al. (2015). D4.3 Report on users satisfaction. Retrieved from http://project.ecolearning.eu/wp-content/uploads/2015/10/ECO_D4.3-Report-on-users-satisfaction-vFINAL.pdf
Gaebel, M., Kupriyanova, V., Morais, R., & Colucci, E. (2014). E-learning in European higher education institutions: Results of a mapping survey conducted in October-December 2013. Retrieved from http://www.eua.be/Libraries/Publication/e-learning_survey.sflb.ashx
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441–467. doi:10.1177/1046878102238607.
Huang, J. J. S., Yang, S. J. H., Huang, Y.-M., & Hsiao, I. Y. T. (2010). Social learning networks: Build mobile learning networks based on collaborative services. Educational Technology & Society, 13(3), 78–92.
Institute of Museum and Library Services, University of Washington, & International City/County Management Association. (2012). Building digital communities: A framework for action. Washington, DC. US: Institute of Museum and Library Services Retrieved from: https://www.imls.gov/assets/1/AssetManager/BuildingDigitalCommunities_Framework.pdf
Jansen, D., & Schuwer, R. (2015). Institutional MOOC strategies in Europe. Status report based on a mapping survey conducted in October–December 2014. EADTU. Retrieved from http://www.eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
Jansen, D., Schuwer, R., Teixeira, A., & Aydin, H. (2015). Comparing MOOC adoption strategies in Europe: Results from the HOME project survey. International Review of Research in Open and Distributed Learning, 16(6), 116–136.
JRC-IPTS. (2016). How are higher education institutions dealing with openness? A survey of practices, beliefs and strategies in five European countries. JRC Institute for Prospective Technological Studies, European Commission. Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC99959/reqno_jrc99959.pdf
Kalman, Y. M. (2014). A race to the bottom: MOOCs and higher education business models. Open Learning: The Journal of Open, Distance and e-Learning, 29(1), 5–14. doi:10.1080/02680513.2014.922410.
Kapp, K. (2012). The gamification of learing and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer.
Kellogg, S., Booth, S., & Oliver, K. (2014). A social network perspective on peer supported learning in MOOCs for educators. International Review of Research in Open and Distributed Learning, 15(5), 263–289.
Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. International Review of Research in Open and Distributed Learning, 12(7), 74–93.
Mulder, F., & Jansen, D. (2015). MOOCs for opening up education and the OpenupEd initiative. In C. J. Bonk, M. M. Lee, T. C. Reeves, & T. H. Reynolds (Eds.), The MOOCs and Open Education Around the World. New York: Routledge Tayler & Francis Group.
Muntean, C. I. (2011). Raising engagement in e-learning through gamification. Paper presented at the 6th International Conference on Virtual Learning ICVL, Cluj-Napoca, Romania. Retrieved from http://icvl.eu/2011/disc/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper42.pdf
Raymer, R. (2011). Gamification: Using Game Mechanics to Enhance eLearning. eLearn, 2011(9). doi:10.1145/2025356.2031772
Roscorla, T. (2012). Massively Open Online Courses are ‘Here to stay’. Retrieved from http://www.centerdigitaled.com/policy/MOOCs-Here-to-Stay.html
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68.
Schuwer, R., Gil Jaurena, I., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. International Review of Research in Open and Distributed Learning, 16(6), 20–38. doi:10.19173/irrodl.v16i6.2153.
Selwyn, N., Bulfin, S., & Pangrazio, L. (2015). Massive open online change? Exploring the discursive construction of the ‘MOOC’ in newspapers. Higher Education Quarterly, 1–18.
Siemens, G. (2012a). Learning analytics: envisioning a research discipline and a domain of practice. Paper presented at the Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, Vancouver, British Columbia, Canada.
Siemens, G. (2012b). MOOCs are really a platform. Elearnspace. Learning, networks, knowledge, technology, community. Retrieved from http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/
Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345–353. doi:10.1016/j.chb.2012.06.007.
Tabuenca, B., Verpoorten, D., Ternier, S., Westera, W., & Specht, M. (2012). Fostering reflective practice with mobile technologies. Paper presented at the Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning, Saarbrücken, Germany.
Teixeira, A., & Mota, J. (2013). Innovation and openness through MOOCs: Universidade Aberta’s pedagogical model for non-formal online courses Proceedings EDEN Conference 2013 (pp. 479–488). Oslo: Norway.
Vassileva, J. (2012). Motivating participation in social computing applications: a user modeling perspective. User Modeling and User-Adapted Interaction, 22(1–2), 177–201. doi:10.1007/s11257-011-9109-5.
Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381.
Wong, L.-H., Milrad, M., & Specht, M. (Eds.). (2015). Seamless learning in the age of mobile connectivity: Springer.
Yuan, L., Powell, S., & Olivier, B. (2014). Beyond MOOCs: Sustainable online learning in institutions. CETIS, Bolton, UK. Retrieved from http://publications.cetis.ac.uk/2014/898
Acknowledgments
The authors would like to acknowledge the contributions of José Mota, Alejandro Silva, Alessandra Tomasini, and Ada Giannatelli in developing the ECO pedagogical framework‚ and the assistance by Javier Callejo in developing the ECO user satisfaction assessment survey.
Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement no 621127. This publication [communication] reflects the views only of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Brouns, F., Teixeira, A., Morgado, L., Fano, S., Fueyo, A., Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: Jemni, M., Kinshuk, Khribi, M. (eds) Open Education: from OERs to MOOCs. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-52925-6_16
Download citation
DOI: https://doi.org/10.1007/978-3-662-52925-6_16
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-52923-2
Online ISBN: 978-3-662-52925-6
eBook Packages: EducationEducation (R0)