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 language | English |
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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 |
Publisher | IGI Global |
Chapter | 3 |
Pages | 48-60 |
Number of pages | 13 |
Edition | 1st |
ISBN (Electronic) | 9781466683259 |
ISBN (Print) | 9781466683242 |
DOIs | |
Publication status | Published - 31 Mar 2015 |