Mining a MOOC: What Our MOOC Taught Us about Professional Learning, Teaching, and Assessment

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Author(s): Sandra Milligan (University of Melbourne, Australia)and Patrick Griffin (The University of Melbourne, Australia)
Copyright: 2015
Pages: 24
Source title: Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future
Source Author(s)/Editor(s): Elspeth McKay (RMIT University, Australia)and John Lenarcic (RMIT University, Australia)
DOI: 10.4018/978-1-4666-8324-2.ch001

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

In July 2014, a massive open online course (MOOC) entitled The Assessment and Teaching of 21st Century Skills (ATC21S) was offered within the University of Melbourne's programme. Designed as a research engagement and dissemination initiative, the ATC21S MOOC enrolled 18,000 education practitioners, predominantly interested in teaching and assessment of complex 21st century skills. This chapter describes the experience of developing and teaching in the MOOC, and of learning through it. The authors suggest areas for ongoing research, and highlight areas in which MOOCs may stimulate broader change. This chapter commences the dialogue for the opening book section – policy issues in MOOCs Design, and responds to the topic of ‘emerging technology and change management issues for eLearning in the MOOCS environment.'

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