Open Universiteit

Please use this identifier to cite or link to this item:
Title: MOOC design analysis - Constructive alignment, interactions, task complexity, formative assessment & feedback
Authors: Kasch, Julia
Van Rosmalen, Peter
Kalz, Marco
Keywords: SOONER
Educational design
design analysis
Issue Date: Aug-2016
Citation: Kasch, J., Van Rosmalen, P., & Kalz, M., (2016, August). MOOC design analysis - Constructive alignment, interactions, task complexity, formative assessment & feedback. Symposium: Instructional Design for Massive Open Online Courses, EARLI Sig 6/7, Dijon, France.
Abstract: The aim of this presentation is to introduce and open up a discussion on scalable designs for Massive Open Online Courses (MOOCs). Since little research has been done regarding scalable (MOOC) design little context-independent design guidelines can be found. By getting insight in the scalability of MOOC design we ought to find a balance between scalability and quality. Quality is approached via the theory of constructive alignment and three interaction types. Both, constructive alignment and interaction are said to improve the quality of learning by facilitating deep learning experiences for students (Biggs, 2003; Blumberg, 2009; Wang, Su, Cheung, Wong & Kong, 2013). According to the concept of constructive alignment, learning goals/outcomes should be aligned with learning activities and assessment (Biggs, 2003). Students should engage actively in relevant learning activities to construct knowledge and to achieve the intended learning outcomes (Biggs, 2003; Blumberg, 2009). Next to constructive alignment, interaction can have a positive impact on deep learning and the quality of education (Anderson, 2002; Bernard et al., 2009). This article focuses on three interaction types common in the educational context: student-student (SS), student-teacher (ST) and student-content (SC).
Appears in Collections:2. TELI Presentations at conferences and events

Files in This Item:
File Description SizeFormat 
Julia Kasch Earli Sig 6-7 2016-v2.pdf369.79 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.