Reflection on MOOC Design in Palestine

Autor/inn/en	Affouneh, Saida; Wimpenny, Katherine; Ghodieh, Ahmed Ra'fat; Alsaud, Loay Abu; Obaid, Arij Abu
Titel	Reflection on MOOC Design in Palestine
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 2, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Online Courses; Large Group Instruction; Interdisciplinary Approach; Case Studies; Instructional Design; Delivery Systems; Educational Practices; Educational Cooperation; International Cooperation; College Faculty; College Students; Heritage Education; Universities; Open Education; Teacher Attitudes; Nationalism; Course Descriptions; Blended Learning; Honors Curriculum; Palestine; New Jersey + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Lesson concept; Lessonplan; Unterrichtsentwurf; Auslieferung; Bildungspraxis; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Fakultät; Collegestudent; University; Universität; Offene Erziehung; Offener Unterricht; Lehrerverhalten; Nationalismus; Kursstrukturplan; Palästina
Abstract	This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using a descriptive case study design and thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, "Informing pedagogies including delivery methods," "A commitment to a national cause," and "Teacher presence," are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team had to navigate during the MOOC development, but more importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01