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01792 am a22003253u 4500 |
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10174 |
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|a dc
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|a Cochrane, T
|e author
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|a Reiners, T
|e contributor
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|a von Konsky, BR
|e contributor
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|a Gibson, D
|e contributor
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|a Chang, V
|e contributor
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|a Irving, L
|e contributor
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|a Clarke, K
|e contributor
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|a Narayan, V
|e author
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|a Burcio-Martin, V
|e author
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|a Lees, A
|e author
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|a Diesfeld, K
|e author
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|a Designing an Authentic Professional Development cMOOC
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|b Ascilite,
|c 2016-11-16T03:13:46Z.
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|a 32nd Ascilite Conference held at Curtin University, Perth, Australia, 2015-11-29 to 2015-12-02, published in: Globally connected, digitally enabled, Proceedings the 32nd Ascilite Conference, pp.53 - 64
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|a While there has been a lot of hype surrounding the potential of MOOCs to transform access to education, the reality of completion rates and participant profiles has tempered this hype such that within the hype cycle MOOCs have already hit the trough of disillusionment. However we argue that embedding cMOOC design within an educational design research methodology can enable the design of authentic professional development model that can indeed demonstrate transformation in pedagogical practice. Our design model links mobile learning theory, practice, and critical reflection within an EDR methodology to create an authentic experience for participating lecturers.
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|a OpenAccess
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|a Educational design research
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|a cMOOC
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|a CMALT
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|a Professional development
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|a mLearning
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|a Conference Contribution
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| 856 |
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|z Get fulltext
|u http://hdl.handle.net/10292/10174
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