MOOCs as a teaching method and tool to connect higher education and professional experience? A Case study

• J. Griesbaum ^[1] ; M. Görtz ^[2]
  1. [1] University of Hildesheim, Institute of Information Science and Language Technology
  2. [2] Accenture Strategy, Talent & Organization
• Localización: Advances in Higher Education / coord. por Josep Domènech i de Soria, Jaime Lloret Mauri, María Cinta Vincent Vela, Elena de la Poza Plaza, Elena Zuriaga Agustí, 2016, ISBN 978-84-9048-496-8, págs. 265-278
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • This paper describes results from a student-made MOOC (Massive Open Online Course) on Collaborative Learning. We aim to explore the potentials of MOOCs for enhanced in- class learning and to connect stakeholder groups which were usually separated in learning. The main focus of interest lies on two aspects. Firstly, to explore the potential of using the process of creating a MOOC as a teaching method and secondly, to get insights into the affordances and outcomes linked to a cooperation with a knowledge-based company during the course of events of the MOOC. Both concepts aim for an improvement of quality in higher education by combining the concept of “learning by doing” with the initiation of communication between students and professionals in the field. The data shows that employing the task of building a MOOC as a teaching method is a very worthwhile didactic approach to initiate a complex and authentic learning scenario. In addition, the outcome indicates that the realized level of participation in the MOOC is expandable.