Professional learning through MOOCs? A trans-disciplinary framework for building knowledge, inquiry, and expertise

Jason M. Lodge, Melinda J. Lewis

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

Abstract

This chapter will locate debates around MOOCs within a discussion on the purposes of higher education for professional learning and trends for trans-disciplinary approaches in designs for networked learning. The authors revisit the meaning of a 'higher' education in contemporary tertiary contexts and within professional learning degrees and also examine the types of expertise required when designing for and facilitating learning in a MOOC open-style environment. In response to these aims, they offer a transdisciplinary framework (Wadsworth, 2010) drawn from complex systems thinking in health, community and human services, to assist our enquiry into educational innovation. The authors suggest that a more nuanced understanding of the types of expertise required by those involved in macro-level learning occurring in MOOCs will lead towards a greater role in creating the next generation of multi-professional experts. They draw from the learning sciences, epistemologies on ways of being and becoming, and innovations with educational technologies.

Original languageEnglish
Title of host publicationMacro-level learning through Massive Open Online Courses (MOOCs)
Subtitle of host publicationStrategies and predictions for the future
EditorsElspeth McKay, John Lenarcic
Place of PublicationHershey PA, USA
PublisherIGI Global
Chapter3
Pages48-60
Number of pages13
Edition1st
ISBN (Electronic)9781466683259
ISBN (Print)9781466683242
DOIs
Publication statusPublished - 31 Mar 2015

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