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Thursday, December 5 • 2:00pm - 2:30pm
Professional Learning through Massive Open Online Courses (30m)

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This study explores the role of MOOCs in supporting and enabling professional learning, or learning for work. The study is contextualised within ‘Fundamentals of clinical trials’, a MOOC for health professionals designed and run by the Harvard Medical School, Harvard School of Public Health, and Harvard Catalyst, the Harvard Clinical and Translational Science Center, and offered by edX. The research is informed by contemporary theories of professional learning, which argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning generally have not taken advantage of the affordances of social, semantic technologies to support self-regulated learning. MOOCs present a potentially useful approach to professional learning that may be designed to encourage self-regulated learning (SRL).
The study addresses three key research questions: RQ1: How are Massive Open Online Courses currently designed to support SRL? RQ2 What SRL strategies and behaviours do professionals adopt? and RQ3 How can MOOCs be designed to encourage professionals to self-regulate their learning? The study will produce academic publications and new datasets and instruments as well as project reports and recommendations made available to the MOOC Research community and the wider community of MOOC designers, developers, providers and practitioners. Data from another MOOC, run by Kings College London, will be collected in a parallel project using the same instruments.
Follow the PL-MOOC project at: http://www.gcu.ac.uk/academy/pl-mooc/


Thursday December 5, 2013 2:00pm - 2:30pm
Meeting Room 12

Attendees (8)