eCite Digital Repository
Designing for quality: The understanding dementia MOOC
Citation
King, Carolyn and Kelder, J-A and Doherty, KV and Phillips, R and McInerney, F and Robinson, AL and Vickers, JC, Designing for quality: The understanding dementia MOOC, Leading Issues in e-Learning Research MOOCs and Flip: What's Really Changing? Volume 2, Academic Conferences and Publishing International Ltd., M Ciussi (ed), United Kingdom, pp. 1-22. ISBN 978-1-910309-89-6 (2015) [Research Book Chapter]
Copyright Statement
Copyright unknown
Official URL: http://www.academic-conferences.org/
Abstract
The Introduction of Massive Open Online Courses (MOOCs) as a vehicle
for education delivery presents opportunities and challenges. In the context of the
Wicking Dementia Research and Education Centre (Wicking Centre), the driver to develop a MOOC was the promise of addressing the internatio~al ~eficit in_ evidence-
based dementia education, as well as the lack of research into international
erspectives on dementia. The Wicking Centre's activity integrates research and ~ducatlon framed by the concept of 'quality of life across the trajectory of dementia.'
With dementia emerging as the public health issue of the 21st cent_ury, la~k of
dementia education at multiple levels, professional and non-profess1on~I, is of
increasing concern. The disruptive character of MOOCs, w_ith associa~ed risks an~
uncertainties, warranted the application of a research-oriented ~roiect ~anage
ment approach to development. This included investing resources in gath.ering and
analysing data to underpin each phase of decision-making. We used a de~1gn-ba~e~
research approach incorporating the concept of 'l.ife-cycle of an e-learning de.sign
(Phillips et al. 2012). Data collection and analysis focused on three dy~am1cally
interacting components: 1) expertise in dementia knowledge and dementia education;
2) a cohort-centric approach to design and delivery, an~ 3) models and designs
for MOOCs currently promoted, discussed and reporte~ 1n the higher ed~cation
discipline. Laurillard's Conversational Framework, relating types of learning,
teaching-learning activities and the digital technologies that sup~ort them (2012),
informed the selection of digital technology elements fo~ ~ass1v~-scale engagement
of our identified cohort. The paper describes the lmt1~I design pr~cess and
the outcomes of the limited release pilot that informed the first full offering of the
MOOC.
Item Details
| Item Type: | Research Book Chapter |
|---|---|
| Keywords: | MOOC, Open Education Resources, Dementia, Education, Online Learning, Design |
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Medicine, nursing and health curriculum and pedagogy |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teaching and instruction technologies |
| UTAS Author: | King, Carolyn (Dr Carolyn King) |
| UTAS Author: | Kelder, J-A (Dr Jo-Anne Kelder) |
| UTAS Author: | Doherty, KV (Dr Kathleen Doherty) |
| UTAS Author: | McInerney, F (Professor Fran McInerney) |
| UTAS Author: | Robinson, AL (Professor Andrew Robinson) |
| UTAS Author: | Vickers, JC (Professor James Vickers) |
| ID Code: | 100681 |
| Year Published: | 2015 |
| Deposited By: | Faculty of Health |
| Deposited On: | 2015-05-26 |
| Last Modified: | 2021-07-19 |
| Downloads: | 0 |
Repository Staff Only: item control page