Coverart for item
The Resource Reconceptualising learning in the digital age : the [Un]democratising potential of MOOCs, Allison Littlejohn, Nina Hood, (electronic book)

Reconceptualising learning in the digital age : the [Un]democratising potential of MOOCs, Allison Littlejohn, Nina Hood, (electronic book)

Label
Reconceptualising learning in the digital age : the [Un]democratising potential of MOOCs
Title
Reconceptualising learning in the digital age
Title remainder
the [Un]democratising potential of MOOCs
Statement of responsibility
Allison Littlejohn, Nina Hood
Creator
Contributor
Author
Subject
Language
eng
Summary
This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning
Member of
Cataloging source
N$T
http://library.link/vocab/creatorDate
1962-
http://library.link/vocab/creatorName
Littlejohn, Allison
Dewey number
371.33/44678
Index
no index present
LC call number
LB1044.87
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1985-
http://library.link/vocab/relatedWorkOrContributorName
Hood, Nina
Series statement
SpringerBriefs in education. Open and distance education
http://library.link/vocab/subjectName
  • MOOCs (Web-based instruction)
  • Open learning
  • Internet in education
  • Education
  • Electronic information resources
  • Computer network resources
  • Education
  • Educational Technology
  • Learning & Instruction
  • Teaching and Teacher Education
Label
Reconceptualising learning in the digital age : the [Un]democratising potential of MOOCs, Allison Littlejohn, Nina Hood, (electronic book)
Instantiates
Publication
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Intro; Contents; Summary and Overview; 1 The Many Guises of MOOCs; 1.1 Introducing MOOCs; 1.2 MOOC Dimensions; 1.3 The Origins of MOOCs; 1.4 Conceptualising What It Means to Be MOOC; 1.5 Shifting Meanings: What Do Massive, Open, Online and Course Really Mean?; 1.6 Massive; 1.7 Open; 1.8 Online; 1.9 Course; 1.10 MOOC Ideologies; 1.11 The Ambitions of This Book; References; 2 The [Un]Democratisation of Education and Learning; 2.1 The Hype, De-hype and Re-hype of MOOCs; 2.2 The Learnification of Education; the Wider Context of MOOCs; 2.3 Towards Democracy; 2.4 Different Challenges, Same Outcome
  • 2.5 New Name, Repeating Model2.6 Concluding Thoughts; References; 3 The Emancipated Learner? The Tensions Facing Learners in Massive, Open Learning; 3.1 Individual Learner, Common Challenges; 3.2 Student, Learner, User, Participant-Multiple Names for Multiple Actors; 3.2.1 The Student, the Learner; 3.2.2 The User, the Participant; 3.3 Why a MOOC? Motivations and Incentives Among MOOC Learners; 3.4 But Who Benefits?; 3.5 A Closer Look at the Role of Self-regulated Learning in MOOCs; 3.6 Learning Behaviour: Diversity in Engagement; 3.7 Concluding Thoughts; References
  • 4 Massive Numbers, Diverse Learning4.1 Learning in MOOCs; What Does It Mean?; 4.2 Individual-Level Factors; 4.3 The Environment; 4.4 Analysing the Norms of Behaviour; 4.5 Qualitative Narratives and Learners' Stories; 4.6 Making Sense of the Learner Stories; 4.7 Concluding Thoughts; References; 5 Designing for Quality?; 5.1 Contested Purpose, Uncertain Quality; 5.2 Notions of Quality; 5.3 Quality of Platform Provider; 5.4 Quality of Instructor; 5.5 Quality of Learning Design; 5.6 Quality of Adaptability to Context; 5.7 Quality of Outcome; 5.8 Concluding Thoughts; References
  • 6 A Crisis of Identity? Contradictions and New Opportunities6.1 When Actions Contradict Aims; 6.2 Restraining Elitism, Embracing Democracy; 6.3 MOOCs as a Disrupting, not Reinforcing, Influence; 6.4 Opportunities for All: Supporting Self-regulation; 6.5 Rethinking Success Measures; 6.6 Concluding Thoughts; References
Extent
1 online resource.
Form of item
online
Isbn
9789811088933
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other control number
10.1007/978-981-10-8893-3
System control number
  • on1031706351
  • (OCoLC)1031706351
Label
Reconceptualising learning in the digital age : the [Un]democratising potential of MOOCs, Allison Littlejohn, Nina Hood, (electronic book)
Publication
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Intro; Contents; Summary and Overview; 1 The Many Guises of MOOCs; 1.1 Introducing MOOCs; 1.2 MOOC Dimensions; 1.3 The Origins of MOOCs; 1.4 Conceptualising What It Means to Be MOOC; 1.5 Shifting Meanings: What Do Massive, Open, Online and Course Really Mean?; 1.6 Massive; 1.7 Open; 1.8 Online; 1.9 Course; 1.10 MOOC Ideologies; 1.11 The Ambitions of This Book; References; 2 The [Un]Democratisation of Education and Learning; 2.1 The Hype, De-hype and Re-hype of MOOCs; 2.2 The Learnification of Education; the Wider Context of MOOCs; 2.3 Towards Democracy; 2.4 Different Challenges, Same Outcome
  • 2.5 New Name, Repeating Model2.6 Concluding Thoughts; References; 3 The Emancipated Learner? The Tensions Facing Learners in Massive, Open Learning; 3.1 Individual Learner, Common Challenges; 3.2 Student, Learner, User, Participant-Multiple Names for Multiple Actors; 3.2.1 The Student, the Learner; 3.2.2 The User, the Participant; 3.3 Why a MOOC? Motivations and Incentives Among MOOC Learners; 3.4 But Who Benefits?; 3.5 A Closer Look at the Role of Self-regulated Learning in MOOCs; 3.6 Learning Behaviour: Diversity in Engagement; 3.7 Concluding Thoughts; References
  • 4 Massive Numbers, Diverse Learning4.1 Learning in MOOCs; What Does It Mean?; 4.2 Individual-Level Factors; 4.3 The Environment; 4.4 Analysing the Norms of Behaviour; 4.5 Qualitative Narratives and Learners' Stories; 4.6 Making Sense of the Learner Stories; 4.7 Concluding Thoughts; References; 5 Designing for Quality?; 5.1 Contested Purpose, Uncertain Quality; 5.2 Notions of Quality; 5.3 Quality of Platform Provider; 5.4 Quality of Instructor; 5.5 Quality of Learning Design; 5.6 Quality of Adaptability to Context; 5.7 Quality of Outcome; 5.8 Concluding Thoughts; References
  • 6 A Crisis of Identity? Contradictions and New Opportunities6.1 When Actions Contradict Aims; 6.2 Restraining Elitism, Embracing Democracy; 6.3 MOOCs as a Disrupting, not Reinforcing, Influence; 6.4 Opportunities for All: Supporting Self-regulation; 6.5 Rethinking Success Measures; 6.6 Concluding Thoughts; References
Extent
1 online resource.
Form of item
online
Isbn
9789811088933
Media category
computer
Media MARC source
rdamedia
Media type code
c
Other control number
10.1007/978-981-10-8893-3
System control number
  • on1031706351
  • (OCoLC)1031706351

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