Developing world MOOCs: A curriculum view of the MOOC landscape

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dc.contributor.authorCzerniewicz, Laura
dc.contributor.authorDeacon, Andrew
dc.contributor.authorSmall, Janet
dc.contributor.authorWalji, Sukaina
dc.date.accessioned2016-05-11T05:25:48Z
dc.date.available2016-05-11T05:25:48Z
dc.date.issued2014-07
dc.description.abstractMOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation. This takes into account what is currently available and identifies what new opportunities can be explored. Refining this further, a categorisation of existing MOOCs is provided that maps to broad institutional interests. The notion of courses offered by universities as being either primarily ‘inward’ or ‘outward’ facing is explained. Five categories of MOOCs are described: Category One, Teaching Showcase; Category Two, Gateway Skills; Category Three, Graduate Skills; Category Four, Professional Skills and Category Five, Research Showcase. These are elaborated on and examples provided. This taxonomy provides a nuanced way of understanding MOOCs and MOOC type courses in order for educators to strategically prioritise and decision makers to support the full gamut of emergent opportunities.en_ZA
dc.identifier.apacitationCzerniewicz, L., Deacon, A., Small, J., & Walji, S. (2014). Developing world MOOCs: A curriculum view of the MOOC landscape. <i>Journal of Global Literacies, Technologies, and Emerging Pedagogies</i>, http://hdl.handle.net/11427/19562en_ZA
dc.identifier.chicagocitationCzerniewicz, Laura, Andrew Deacon, Janet Small, and Sukaina Walji "Developing world MOOCs: A curriculum view of the MOOC landscape." <i>Journal of Global Literacies, Technologies, and Emerging Pedagogies</i> (2014) http://hdl.handle.net/11427/19562en_ZA
dc.identifier.citationCzerniewicz, L., Deacon, A., Small, J., & Walji, S. (2014). Developing world MOOCs: A curriculum view of the MOOC landscape. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3).en_ZA
dc.identifier.issn2128-1333en_ZA
dc.identifier.ris TY - Journal Article AU - Czerniewicz, Laura AU - Deacon, Andrew AU - Small, Janet AU - Walji, Sukaina AB - MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation. This takes into account what is currently available and identifies what new opportunities can be explored. Refining this further, a categorisation of existing MOOCs is provided that maps to broad institutional interests. The notion of courses offered by universities as being either primarily ‘inward’ or ‘outward’ facing is explained. Five categories of MOOCs are described: Category One, Teaching Showcase; Category Two, Gateway Skills; Category Three, Graduate Skills; Category Four, Professional Skills and Category Five, Research Showcase. These are elaborated on and examples provided. This taxonomy provides a nuanced way of understanding MOOCs and MOOC type courses in order for educators to strategically prioritise and decision makers to support the full gamut of emergent opportunities. DA - 2014-07 DB - OpenUCT DP - University of Cape Town J1 - Journal of Global Literacies, Technologies, and Emerging Pedagogies LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 SM - 2128-1333 T1 - Developing world MOOCs: A curriculum view of the MOOC landscape TI - Developing world MOOCs: A curriculum view of the MOOC landscape UR - http://hdl.handle.net/11427/19562 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/19562
dc.identifier.vancouvercitationCzerniewicz L, Deacon A, Small J, Walji S. Developing world MOOCs: A curriculum view of the MOOC landscape. Journal of Global Literacies, Technologies, and Emerging Pedagogies. 2014; http://hdl.handle.net/11427/19562.en_ZA
dc.languageengen_ZA
dc.publisherJournal of Global Literacies, Technologies, and Emerging Pedagogiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_ZA
dc.sourceJournal of Global Literacies, Technologies, and Emerging Pedagogiesen_ZA
dc.titleDeveloping world MOOCs: A curriculum view of the MOOC landscapeen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordsMOOCsen_ZA
uct.subject.keywordscurriculumen_ZA
uct.subject.keywordsonline and open educationen_ZA
uct.subject.keywordshigher educationen_ZA
uct.subject.keywordsMOOC categorisationen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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