Developing a pedagogical model for a massive open online course (MOOC)

David Robinson 1 * , Patricia Ash 2
More Detail
1 Department of Environment, Earth and Ecosystems, The Open University, Milton Keynes, MK7 6AA, UK
2 Science Faculty, The Open University, Milton Keynes, MK7 6AA, UK
* Corresponding Author
EUR J SCI MATH ED, Volume 2, Issue 2A, pp. 131-135. https://doi.org/10.30935/scimath/9635
OPEN ACCESS   1116 Views   823 Downloads
Download Full Text (PDF)

ABSTRACT

MOOCs are a new phenomenon in higher education and have the potential to change both student behaviour and design of courses. However, at present MOOCs are still in the experimental stage and it won’t be clear for some time if they are a short-term but passing phenomenon or the engine of a revolution in higher education. We have been involved in developing and presenting a MOOC that provides an introduction to ecosystems and report here on the model we used to both engage learners in the subject and retain their interest throughout the 6 weeks of the course.
Keywords: MOOC, online, open, ecosystem

CITATION

Robinson, D., & Ash, P. (2014). Developing a pedagogical model for a massive open online course (MOOC). European Journal of Science and Mathematics Education, 2(2A), 131-135. https://doi.org/10.30935/scimath/9635

REFERENCES

  • Brinton, C. G., Chiang, M. Jain, S., Lam, H., Liu, Z. and Wong, F. M. F. (2013) Learning about social learning in MOOCS: From statistical analysis to generative model. aiXiv: 1312.2159v2 [cs.SI]
  • Daniels, J. (2012) Making sens of MOOCS: Musings in a maze of myth, paradox and possibility. Journal of interactive media education 2012/18
  • Parr, C. (2013). Mooc creators criticise courses’ lack of creativity. Times Higher Education. 17/03/2013. Retrieved 25 March 2014
  • Universities UK (2013) Massive open online courses – Higher education’s digital moment? London, Universities UK.
  • Waldrop, M. M. (2013). Campus 2.0. Nature, 495(14/03/13), 160-163.