Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs

McGuire, W. , Raaper, R. and Nikolova, V. (2016) Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs. International Multidisciplinary Journal, 3(2), pp. 20-33.

129846.pdf - Published Version


Publisher's URL:


If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of Higher Education [1] then their discourse is formulated in terms of polarity, and this is no better depicted than in their characterization, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cm is designed using constructivist - connectivist theories, while the xm is premised on behaviourist principles. In both conceptualisations, however, educational principles predominate, while the MOOC’s purpose appears to be secondary. What is clear, though, is that very careful thought needs to be applied to their macro and micro design characteristics (Scagnoli, 2014; Richter, 2014). This paper will explore the attempts of the designers to hybridize the key strengths of both forms of architecture in order to create a construct that puts purpose first – the creation of a personalized, digital cv for real – world use. The focus, then, is on the creation of a micro - MOOC titled: 3DCV - a tool to support participants by combining elements from both pedagogical spectra: connectivist and behaviourist. This new form of cv is necessary because the traditional configuration of the two dimensional ‘print’ cv has given way to a continuum of ‘digital’, three dimensional cvs within which employers can exploit the potential of the digital medium to both deepen and broaden their understanding of the strengths of a particular candidate. In effect, we will examine two revolutionary digital concepts at the same time: the MOOC and the digital cv and, in doing so, we will explore the challenges from the perspectives of the three course creators, two of whom were RDP interns (a PhD graduate and an undergraduate student) and the third member, an experienced academic and project lead, in order to support colleagues who might be considering writing their own MOOCs. Our selected pedagogy to deliver the course was based on a hybrid of x and c MOOCs using the principles of: relationships; an informal tone; the use of ipsative comparison, and the use of ‘thematic’ feedback.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Nikolova, Miss Viktoria and McGuire, Mr William and Raaper, Miss Rille
Authors: McGuire, W., Raaper, R., and Nikolova, V.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Journal Name:International Multidisciplinary Journal
Publisher:Confidence Foundation
Copyright Holders:Copyright © 2016 Confidence Foundation
First Published:First published in International Multidisciplinary Journal 3(2): 20-33
Publisher Policy:Reproduced with the permission of the Editor

University Staff: Request a correction | Enlighten Editors: Update this record