MOOCs, Learning Designers and the Unbundling of Educator Roles in Higher Education

Autor/inn/en	White, Steven; White, Su; Borthwick, Kate
Titel	MOOCs, Learning Designers and the Unbundling of Educator Roles in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 35 (2020) 5, S.71-84 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Steven) ORCID (White, Su) ORCID (Borthwick, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Online Courses; Large Group Instruction; Teacher Role; College Faculty; Partnerships in Education; Foreign Countries; Instructional Design; Curriculum Development; Course Content; Educational Technology; Technology Uses in Education; United Kingdom + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerrolle; Fakultät; Hochschulpartnerschaft; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Großbritannien
Abstract	In university educational technology projects, collaborations with external partners pose a range of opportunities and challenges. Educational projects are often associated with unbundling of conventional higher education roles though there is limited empirical work in this area. This is particularly the case with massive open online courses (MOOCs), where further research is needed into the production of courses and the roles of those who produce them. This study investigated the extent to which conventional roles of academics are unbundled during MOOC production partnerships between universities and an external MOOC platform provider. The findings indicate that aspects of conventional educator roles are substantially unbundled to learning designers and other seemingly peripheral actors. Unbundling is partially driven by pragmatic decisions shaping course production processes which need to accommodate the massive and open properties of MOOCs, the nature of cooperation agreements with external platform providers and the reputational risk associated with such public ventures. This study adds to empirical knowledge on the unbundling of roles in online learning projects, and the findings have relevance for those involved in decision-making, planning and development of such projects in higher education. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01