How do we hybridise x and c MOOC architectures to create a course on online CVs?

McGuire, W. (2017) How do we hybridise x and c MOOC architectures to create a course on online CVs? In: Branch, J., Hayes, S., Hørsted, A. and Nygaard, C. (eds.) Innovative Teaching and Learning in Higher Education. Libri Publishing, pp. 423-432. ISBN 9781911450085

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The course was designed at the University of Glasgow, using the Futurelearn platform, although the audience was global. It is a free, completely open, online course, with no entry requirements, so it is not targeted at a specific group. It is a trans-discipline initiative that is cross-cutting in that it is targeted at all careers and is also supportive of academic-professional/ work transitions. Its aim was to improve employability through the development of ‘digital’ or online curriculum vitae (CV) writing skills and it involved liaison with a wide range of internal and external partners. If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of HE (Waldrop, 2013) then their discourse is formulated in terms of polarity, and this is no better depicted than in their characterisation, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cMOOC is designed using constructivist – connectivist theories, while the xMOOC 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 chapter will explore the attempts of the designers to hybridise the key strengths of both forms of architecture in order to create a construct that puts purpose first – the creation of a personalised, digital CV for real – world use.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:McGuire, Mr William
Authors: McGuire, W.
College/School:College of Social Sciences > School of Education > Pedagogy Policy and Practice
Research Group:CAP
Publisher:Libri Publishing

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