World Global Trends. From Best Practice to Creative, Innovative, Emergent and Novel Practice with MOOCs. I have often come across instructional designers and institutions grappling with best practice, in instructional and curriculum design.
A research on instructional design indicates the various “best practices” ranging from teacher-centered approach with LMS, to learner-centered approach with PLE/PLN. Here in a paper on MOOC-Design-Principles. -A-Pedagogical-Approach-from-the-Learner by Lourdes Guàrdia, Marcelo Maina, Albert Sangrà: focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs.
These MOOC Design Principles are well argued and grounded. A Blog about Open and Online Education. Can We Move Beyond the MOOC and Reclaim Open Learning? The mushrooming of university-sponsored Massive Open Online Courses, also known as MOOCs or xMOOCs, over the last year and a half has pushed the conversation about innovations in higher education from the sidelines into the national spotlight.
Millions have enrolled. Thousands have completed. MOOCs are raising as much excitement outside the academy as trepidation and antipathy within it. Whether used in blended learning settings, as part of an in-person class, or as standalone online offerings, MOOCs threaten to accelerate the postwar trend toward “casualization” of the teaching profession, rendering some professors “glorified teaching assistants” even as they turn others into “rock stars.” But what about the learning? Hack Education.
Annie Murphy Paul. From Best Practice to Creative, Innovative, Emergent and Novel Practice with MOOCs. Learning with 'e's.