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.
|Title of host publication||Macro-level learning through Massive Open Online Courses (MOOCs)|
|Subtitle of host publication||Strategies and predictions for the future|
|Editors||Elspeth McKay, John Lenarcic|
|Place of Publication||Hershey PA, USA|
|Number of pages||13|
|Publication status||Published - 31 Mar 2015|