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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 September 2021

Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course

Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course

Chapter:
(p.13) 1 Beyond Hype, Hyperbole, Myths, and Paradoxes: Scaling Up Participatory Learning and Assessment in a Big Open Online Course
Source:
MOOCs and Their Afterlives
Author(s):

Daniel T. Hickey

Suraj L. Uttamchandani

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0002

This chapter describes an effort to scale up interactive “participatory” learning. It started with design principles that emerged in prior refinements of two conventional online courses. These principles used situative theories of cognition to address enduring challenges of engagement, assessment, grading, and accountability. Fourteen course features were scaled up and automated when one of these courses was reframed as a big (rather than massive) open online course (“BOOC”) offered to hundreds of students. This course was taught once, refined, and offered again, and is currently offered as one of the first self-paced participatory courses. Course features iteratively align learning across public “wikifolios” used to problematize course knowledge, local comments, promotions, and reflections, private open-ended self-assessments, and discreet achievement tests. The chapter argues that scaling of interactive participatory learning (a) be done gradually, (b) employ design-based research methods, (c) focus on productive forms of disciplinary engagement, (d) exploit the unique affordances of public, local, private, and discreet interactions, and (d) employ participatory approaches to assessment. Doing so can deliver the flexibility and efficiency associated with massive self-paced courses as well as the social interaction, disciplinary engagement, and personalization that has heretofore been difficult to accomplish at scale.

Keywords:   MOOC, situated cognition, assessment, participation, interaction, wikifolios, online learning

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