Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation?

Autor/inn/en	Levy, Dalit; Schrire, Sarah
Titel	Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation?
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Electronic Learning; Educational Technology; Technology Uses in Education; Higher Education; Foreign Countries; Online Courses; Case Studies; Large Group Instruction; Teacher Education Programs; Resource Units; Shared Resources and Services; Learning Theories; Social Networks; Interviews; Israel + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Online course; Online-Kurs; Case study; Fallstudie; Case Study; Gemeinwirtschaft; Learning theory; Lerntheorie; Social network; Soziales Netzwerk; Interviewing; Interviewtechnik
Abstract	A case study involving the establishment of a Connectivist massive open online course (c-MOOC) at a college of education is presented. c-MOOCs are seen to represent an approach to learning that should be of interest to educators preparing their learners (the teachers of tomorrow) for life and work in a knowledge society. The paper differentiates between c-MOOCs and courses that are labeled massive, open, and online--MOOCs, but of a different kind and that reflect theories differing from Connectivism in most essential respects. Then, it examines the case of establishing a c-MOOC at the college using a methodology for analyzing organizational transformation triggered by the adoption of computing technologies. Through the narrative analysis of the actions characterizing the implementation of our initiative, we have succeeded in understanding how the affordances of MOOCs may subvert the mainstream agenda of an organization and its established practices. This understanding is valuable in future plans to establish a MOOC in its appropriate context. The rise of the MOOC is relatively young; hence studying how to implement it is also in its infancy. The presentation aims to contribute to this research-in-progress by bringing the teacher educators' point of view. [For Full Proceedings, see: ED562107.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01