This report addresses the question of pedagogy within the Massive Open Online Course (MOOC): what kinds of MOOCs are currently offered in the UK; what it means to ‘teach’ in the open and at massive scale; and what kinds of demands and expectations are experienced by academics who teach MOOCs The phenomenon of Massive Open Online Courses, or MOOCs, has attracted a great deal of reportage, debate and research over the past two years. One area, however, has been noticeably under-represented in these discussions: pedagogy. As learning and teaching in higher education (HE) continues to be high on the agenda of UK governments, HE providers and policy makers alike, it is vital that this aspect of one of the most significant developments in HE in recent years receives attention.
More mooc madness. Technology, cost, easy access are always talked about but pedagogy! This paper focuses on the pedagogical implications of moocs.
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