oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
MOOCs’ Structure and Knowledge Management
Örebro University, Örebro University School of Business. Dalarna University, Falun, Sweden. (Teknikburna kunskapsprocesser)
Dalarna University, Falun, Sweden. (Teknikburna Kunskapsprocesser)
2013 (English)In: Proceedings of 21st International Conference on Computers in Education, 2013Conference paper, Published paper (Refereed)
Abstract [en]

 This is a reflection paper that discusses the notion of knowledge management in massive online open courses (MOOCs). We explain MOOCs’ structure in terms of representations of participants’ minds (both designers and learners), where knowing is understood as a process and a result of sociotechnical construction, rather than purely social construction mediated by users and learning tools. By applying Walsham’s human-centered view of knowledge (2001) we problematise the nature of MOOCs in relation to individuals’ knowledge management. Such a view emphasises issues of representations in relation to humans’ knowledge construction. This paper is organised as follows: firstly, pedagogical assumptions of MOOCs are discussed; secondly, the notion of sense making in a MOOC context is focused; thirdly, social learning analytics (SLA) is suggested as a key institutional asset to approach individuals’ knowledge management. Our analysis suggests that the distributed and fragmented nature of MOOCs sets the scene for a number of challenges in regard to assessment, knowledge management and pedagogy in MOOCs. Due to the diverse social contexts and learners’ cultural backgrounds, we believe that it is a rather problematic enterprise for MOOCs’ designers and learners to attempt to find a unified pedagogical model. Consequently MOOCs are understood as a part of embryonic and emerging open, social learning, which focuses learner activity in a social setting. Finally we conclude by arguing that the sense making in MOOCs is likely to take place in a liminal space, between individuals’ sense giving and sense reading processes.

Place, publisher, year, edition, pages
2013.
Keywords [en]
Massive Online Open Courses (MOOCs), knowledge management, sense making, social learning, social learning analytics, liminal (online) space
National Category
Information Systems, Social aspects
Identifiers
URN: urn:nbn:se:oru:diva-33251OAI: oai:DiVA.org:oru-33251DiVA, id: diva2:690244
Conference
21st International Conference on Computers in Education. 18-23 November 2013, Denpansar, Indonesia
Available from: 2014-01-22 Created: 2014-01-22 Last updated: 2018-05-21Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

http://icce2013bali.org/datacenter/mainconferenceproceedings/c3.pdf

Authority records BETA

Viberg, Olga

Search in DiVA

By author/editor
Viberg, Olga
By organisation
Örebro University School of Business
Information Systems, Social aspects

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 395 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf