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Friday, December 6 • 1:50pm - 2:20pm
MOOC instructional design principles: Ensuring quality across scale and diversity (30m)

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MOOCs have garnered much attention from administrators looking to reduce the cost of education, and from educators looking to increase access and share their expertise. Rigorous research into real savings and efficacy, however, is in short supply. Recent reports suggest that the explosion of attention to MOOCs as an approach to moving traditional university teaching into an online environment may not have been grounded in good practice for online learning design. Thus the apparent collapse of several MOOC initiatives may lead to a widespread rejection of online delivery of courses for reasons which miss the point – that well-designed open and online courses can meet the learning needs of students who are often disadvantaged by traditional face-to-face education. Lead by a team of experienced distance and online educators, this project will consider the relationship between Massive Open Online Course (MOOC) design and open education resources and delivery, in reference to long-standing and well-researched principles of instructional design. This research seeks to answer the questions: Which instructional design and delivery principles are applicable to MOOCs, given increased class-size, unpredictable and wide ranging academic backgrounds of learners, availability of open education resources, and varied purpose among learners? Which ID principles are relevant and what might be added in consideration of unique MOOC characteristics?


Derek Briton

Athabasca University

Martha Cleveland-Innes

Athabasca University

Mike Gismondi

Athabasca University

Cindy Ives

Athabasca University

Friday December 6, 2013 1:50pm - 2:20pm
Meeting Room 11

Attendees (11)