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Journal Article

Evaluation of a MOOC Design Mapping Framework (MDMF): Experiences of Academics and Learning Technologists  pp38-51

John Kerr, Vicki H.M. Dale, Fanni Gyurko

© Mar 2019 Volume 17 Issue 1, Editor: Rikke Ørngreen and Heinrich Söbke, pp1 - 65

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With the increasing strategic importance of Massive Online Open Courses (MOOCs) in higher education, this paper offers an innovative approach to advancing discussions and practice around MOOC learning design, in the context of staff development. The study provides a deeper understanding of staff (academic and learning technologists') experience when designing MOOCs, through the evaluation of a novel MOOC design mapping framework (MDMF) at one higher education institution. The MDMF was developed to enhance the MOOC design process for staff involved, providing dedicated, tailored support in this area. This study considers and contributes to the literature on learning design, differences between face‑to‑face and online learning and the role played by academic staff and learning technologists in the design of MOOCs. The study is based on rich qualitative data drawn from 12 semi‑structured interviews with nine academics and three learning technologists who used the framework for constructing MOOCs. This study evaluates: (1) how the framework was used and supported; (2) benefits of the framework to support good practice in learning design and the design process; and (3) limitations of the framework. We also considered suggested enhancements to the framework. The study highlighted new areas that could influence the design process, such as the importance of the learning technologist as a facilitator of the MDMF, the benefits of the visual aspects of the framework, technological challenges, and users’ level of digital literacy.


Keywords: Learning Design, MOOCs, Online Learning, Curriculum Development, Academic Development, Learning Technologists


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