TITLE

Something for Everyone: MOOC Design for Informing Dementia Education and Research

AUTHOR(S)
King, Carolyn; Kelder, Jo-Anne; Phillips, Rob; McInerney, Fran; Doherty, Kathleen; Walls, Justin; Robinson, Andrew; Vickers, James
PUB. DATE
June 2013
SOURCE
Proceedings of the International Conference on e-Learning;2013, p191
SOURCE TYPE
Conference Proceeding
DOC. TYPE
Article
ABSTRACT
The introduction of Massive Open Online Courses (MOOC) as a system for education delivery presents opportunities and challenges. In our context, the driver to develop a MOOC was the promise of addressing the international deficit of quality evidence-based dementia education, as well as the lack of research into international perspectives on dementia. Dementia is a condition of the brain caused by many diseases; the trajectory of most age-related dementias is progressive mental and, ultimately, physical degeneration, leading to death. The work of the Wicking Dementia Research and Education Centre (Wicking Centre) is committed to the integration of research and education and framed by the concept of 'quality of life across the trajectory of dementia.' With dementia emerging as the public health issue of the 21st century, lack of dementia education at multiple levels, professional and non-professional, is increasingly recognised as an emergency. The disruptive character of MOOCs, with associated risks and uncertainties, warranted a research-oriented project management approach, investing resources in gathering and analysing data to underpin each phase of decision-making. This paper describes the Wicking Centre's method of iterative investigation and analysis of three dynamically interacting components to realise a final MOOC design: 1) the Wicking Centre's expertise in dementia knowledge and dementia education; 2) the Centre's desire to take a cohort-centric approach to design and delivery, and 3) models and designs for MOOCs currently promoted, discussed and reported in the higher education discipline. We used a design-based research approach incorporating the concept of life-cycle of an e-learning design (Phillips et al. 2012). The realised structure for the Understanding Dementia MOOC meets multiple objectives through integrating education and research using a hybrid xMOOC and cMOOC approach. The paper reports on the decision-making process for the initial design and the outcomes of the limited release pilot that informed the first full offering of the MOOC. The course design provided expert content to participants and also opportunities for reflecting on the content in discussion, producing a context for collaborative learning that is evidence-based. Participant interactions constitute a rich dataset of international experiences and perspectives that is at the level of individuals, communities and cultures.
ACCESSION #
91956435

 

Related Articles

  • Designing for Quality: The Understanding Dementia MOOC. King, Carolyn; Kelder, Jo-Anne; Doherty, Kathleen; Phillips, Rob; McInerney, Fran; Walls, Justin; Robinson, Andrew; Vickers, James // Electronic Journal of e-Learning;2014, Vol. 12 Issue 2, p161 

    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 international...

  • Massive Open Online Courses: Is There a Lesson for Our Academic Professional Associations? Atkinson, Roger // HERDSA News;Sep2013, Vol. 35 Issue 2, p19 

    The article presents the author's insights on the how the massive open online course (MOOC) and other emerged technologies can be used by professional associations for the improvement of their contributions to continuing professional development (CPD). The author explores the Open Course in...

  • Dementia: Responding to a national and international health priority. McInerney, Fran // Australian Nursing & Midwifery Journal;Feb2016, Vol. 23 Issue 7, p43 

    The article offers information on the Understanding Dementia Massive Open Online Course (UD MOOC) developed by the University of Tasmania's Wicking Dementia Research and Education Center in 2012 to provide content on topics of interest to diverse audience. Topics include the UD MOOC's modules on...

  • Thumbs Up, Ekalavya! Jain, Geetika Pathania // India Currents;Jul2015, Vol. 29 Issue 4, p1 

    In this article, the author discusses college education for immigrants and highlights problem of expensive college tuition and mentions that free prep classes and massive open online course (MOOC) for students can help them in gaining higher education.

  • Massive Possibilities? A Forum on MOOCs. Chernesky, Felicia // Academic Questions;Sep2014, Vol. 27 Issue 3, p309 

    An introduction is presented in which the editor discusses various reports on massive open online courses (MOOCs).

  • CJLT Special Issue Editorial: Tensions & Intersections: Exploring Philosophies of Education & Technology. Friesen, Norm; Smith, Erika E. // Canadian Journal of Learning & Technology;Spring2013, Vol. 39 Issue 2, p1 

    An introduction is presented in which the editor discusses various reports within the issue on topics including technology in education, beliefs of teaching and massive open online courses (MOOCs).

  • Make new connections.  // Washington Jewish Week;12/10/2015, Vol. 51 Issue 50, pB12 

    The article offers suggestions on educational opportunities that are practical to jobseekers, and the importance of massive open online courses (MOOCs).

  • Towards a European Perspective on Massive Open Online Courses: The Past, the Present and the Future. Deimann, Markus; Vogt, Sebastian // International Review of Research in Open & Distance Learning;Nov2015 Special Issue, Vol. 16 Issue 6, pi 

    An introduction to the journal is presented in which the editor discusses various articles within the issue on topics including approaches to openness such as transparency, communication and engagement, role of educational technologies in supporting openness and Massive Open Online Course.

  • Better Residential Learning Is the True Innovation of MOOCs. Kim, Joshua // Distance Education Report;12/15/2015, Vol. 19 Issue 24, p6 

    An excerpt from the article "Better Residential Learning Is the True Innovation of MOOCs" by Joshua Kim, published on the website Inside Higher Ed on November 19, 2015, is presented which focuses on educational provider edX discussing features of online learning such as massive open online course.

Share

Read the Article

Courtesy of NEW JERSEY STATE LIBRARY

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics