Five Learning Design Principles to Create Active Learning for Engaging With Research in a MOOC

Halvdan Haugsbakken [Halvdan.Haugsbakken@ntnu.no], Norwegian University of Science and Technology, Høgskoleringen 1, 7491 Trondheim, Norway

Abstract

Creating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.

Abstract in Norwegian

Å lage MOOC (Massive Online Open Course) basert på forskning krever tilpasning til MOOC-pedagogikk. For eksempel, nettkursdesignere må følge visse designprinsipper og tilpasse læringsinnholdet til pedagogikken og begrensninger satt av en MOOC-plattform. Målet med denne vitenskapelige artikkelen er å introdusere fem læringsdesignprinsipper for å skape aktiv læring i MOOC. Disse læringsdesignprinsippene for aktiv læring kom som et resultat av et designarbeid som besto av å tilpasse forskningen fra en sosiologisk studie til et nettkurs. For å eksemplifisere dette, tar artikkelen for seg hvordan man lagde en MOOC ut av en sosiologisk klasseromsstudie om en lærer som brukte digital teknologi i fremmedspråkopplæring på en norsk videregående skole. MOOCen er et 3-ukers nettkurs som ble laget for FutureLearn.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, interaction, learning management system, LMS,

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