Understanding Design Discourses in the Collaborative Design of MOOCs

• In Event: Poster Session 15
  In Poster Session: Online Teaching and Learning Poster Session

Abstract

The purpose of this qualitative case study was to analyze the collaborative design process of two Massive Open Online Courses (MOOCs) for professional development of K-16 teachers. This paper describes the “design discourses” (Hedberg, 2004) that occurred when course instructors and students collaboratively designed and developed these MOOCs using an educational design research model and provides insights into challenges they faced as well as their attempts to solve them.

Authors

• Sara G. Mcneil, University of Houston

• Bernard R. Robin, University of Houston

• Susie Gronseth, University of Houston

• Erwin Handoko, University of Houston