From Low-Scale to Collaborative, Gamified and Massive-Scale Courses: Redesigning a MOOC
- 1.9k Downloads
Despite the success of MOOCs to promote open leaning, they are usually criticized for their high drop-out rates and behaviorist pedagogical approach. Some active learning strategies, such as collaboration and gamification, have shown their potential to overcome some of these problems at low scale. However, the design and implementation of such strategies in MOOCs is still a challenge, which is being studied by several researchers, who tend to focus specially on the enactment of MOOCs. Therefore, there is a need for research studies exploring the design processes of MOOCs including active strategies. In this paper, we describe a co-redesign process in which an economic translation course conceived as a MOOC but finally implemented in Moodle for blended learning, was redesigned to include collaboration and gamification to implement it in Canvas Network (a MOOC platform). During the redesign process we found severe difficulties related to the scale, which were mainly caused by the initial implementation in a typical LMS.
KeywordsMOOC Redesign Co-design Active learning Collaboration Groups Gamification
This research has been partially supported by the Junta de Castilla y León, Spain (VA082U16) and Ministerio de Economía y Competitividad, Spain (TIN2014-53199-C3-2-R). The authors thank the rest of the GSIC-EMIC research team as well as the Canvas team for their valuable ideas and support.
- 1.Shah, D.: By the numbers: MOOC in 2015. How has the MOOC space grown this years? Get the facts, figures, and pie charts (2015). https://www.class-central.com/report/moocs-2015-stats/. Accessed Nov 2016
- 4.Dillenbourg, P., Fox, A., Kirchner, C., Mitchell, J., Wirsing, M.: Massive open online courses: current state and perspectives (Dagstuhl perspectives workshop). Dagstuhl Manifestos 4, 1–27 (2014). Schloss Dagstuhl–Leibniz-Zentrum fuer InformatikGoogle Scholar
- 8.Bonwell, C.C., Eison, J.A.: Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Reports No. 1. The George Washington University, School of Education and Human Development, Washington, D.C. (1991)Google Scholar
- 11.Dicheva, D., Dichev, C., Agre, G., Angelova, G.: Gamification in education: a systematic mapping study. Educ. Technol. Soc. 18(3), 75–88 (2015)Google Scholar
- 12.Berggren, A., Burgos, D., Fontana, J.M., Hinkelman, D., Hung, V., Hursh, A., Tielemans, G.: Practical and pedagogical issues for teacher adoption of IMS learning design standards in Moodle LMS. J. Interact. Media Educ. 2005(1), Article no. 3 (2005). doi:http://doi.org/10.5334/2005-2
- 13.Álvarez-Álvarez, S., Arnáiz-Uzquiza, V.: Próxima estación, MOOC: diseño de un curso masivo abierto para la enseñanza de la traducción. In: Proceedings of the XIII Jornades de Xarxes d’investigació en Docència Universitària. Universidad de Alicante, pp. 521–536 (2015)Google Scholar
- 15.Miles, M.B., Huberman, A.M.: Qualitative Data Analysis. An Expanded Sourcebook. SAGE Publications Inc., Newbury Park (1994)Google Scholar
- 16.Cooch, M., Foster, H., Costello, E.: Our MOOC with Moodle. Position papers for European cooperation on MOOCs (2015). http://research.moodle.net/6/1/Our%20MOOC%20with%20Moodle.pdf. Accessed Jan 2017