MOOCs are particular learning environments due to their massiveness and openness. Creating learning environments for masses is extremely complex and raises a lot of design questions because of the large variety of participants in terms of background, skills, and experiences. This paper aims to give an overview of the current trends in MOOCs design and to present a draft of the conceptual categories of an alternative design framework for MOOCs based on a heutagogical approach. A heutagogy-based MOOC can be described as a MOOC where the emphasis is on acquiring knowledge on the own learning through the metacognitive work of critical reflection (double- and triple-loop learning) for the sake of cognitive and behavioural change; and on developing self-determined learning skills for successful learning in an open, barely structured, and self-organized environment.
This article is part of a work in progress research which objective is to identify the main features of a heutagogy-based MOOC (hMOOC) and to subsequently create a framework for designing hMOOCs. The article (a) analyses the current trends in MOOCs pedagogical design, (b) argues how a heutagogical design could contribute to creating more effective MOOCs that address properly the diverse learner needs and enable them to succeed in their environment; and (c) presents the description of conceptual categories of an hMOOC that will be further developed into a design framework. This article is based on a preliminary scoping literature review that will be further extended. 2.1
MOOCs are part of the open online education movement [
xMOOCs are teacher-based, centralised and follow a cognitive-behaviourist or
instructivist pedagogical approach [
cMOOCs, on the contrary, emphasise interaction and collaborative learning. They
are based on connectivism, self-organized learning and networking [
The pedagogical design models that ground xMOOCs and cMOOCs tried to devise
solutions to the problems raised by massiveness. However, there is a lot of concerns
about MOOCs and their effectiveness. Researchers have become aware that
understanding the learners and their motivations and needs in a MOOC is essential to
designing and delivering effective courses [
There have been several proposals for designing more effective MOOC environments that were created based on a more learner-centred approach to well meet the diverse learner needs.
Anders [
Christensen [
All the above solutions are trying to provide answers with a more learner-centred
approach to the persistent problem of MOOCs: effective design to masses. All recognise
that even when designing for masses, the nature of the audience has to be considered
and that has a significant impact on the effectiveness of MOOCs. Since MOOC learners
are not homogeneous in terms of skills and competencies, the MOOC should be a
supportive learning environment, so “learning how to MOOC” should be part of the design.
Learning how to learn requires the metacognitive process of critical reflection. When
learners are fully engaged in the reflective practice and question their previous
assumptions deep learning (transformative learning) can happen [
Conole [
We used the 12-dimensional classification schema as a prescriptive schema to get a classification draft for a MOOC based on heutagogical approach. For this draft, we used only nine dimensions of the original twelve. For choosing the dimensions and making 1 A self-determined learner is well equipped to have success in a MOOC environment: is responsible for the own learning and can manage the learning experience, reflects on the process of learning and so conscious about the own learning and development, has the digital and participatory skills that are required to learn in an online and non-linear space, and is capable (able to adapt easily to new situations). the descriptions, we based on the principles of heutagogy that were identified during the preliminary scoping literature review. Two of the left-out dimensions are related to very specific aspects of MOOCs (the target audience and the scale of massiveness) and are not relevant to be prescribed from the point of view of heutagogy. The third one (quality assurance) is a complex category that has to be further explored.
The below-presented classification draft (Table 1) is the first step towards defining a comprehensive heutagogical design framework for MOOCs and is intended to be further developed.
High Use of multimedia
An open and free environment where learners have
the freedom to determine what and how they will
learn is one of the core ideas of heutagogy [
Participants must be encouraged to participate
actively in the discussion forums and in other
communities outside the hMOOC. Participatory literacy is
one of the self-determined learning skills and is
essential to achieve success in a MOOC [
the course, individually and in group. Critical
reflection, double- and triple-loop learning are
fundamental since in heutagogy it is critical that learners
gain knowledge about their own learning [
Participants can opt for obtaining a certificate of attendance.
An hMOOC can be informal and optional or part of a formal educational offering.
Participants are expected to work individually and
take control of their learning; however, they get
support from the learning leaders. The learning
leaders role is to guide, “provide a compass” and to
ensure that the learning outcomes are optimised
[
Based on this classification schema a heutagogy-based MOOC can be described as a MOOC where the emphasis is on (a) acquiring knowledge on the own learning through the metacognitive work of critical reflection (double- and triple-loop learning) for the sake of cognitive and behavioural change; and (b) developing self-determined learning skills for successful learning in an open, barely structured, and self-organized environment. 4
The literature on MOOCs’ design urges more learner-centred design models in order to produce more effective MOOC learning environments. A heutagogical approach offers an alternative learner-centred design that would not only make the learning environment more effective but would also contribute to creating more prepared learners. In fact, the emphasis of the hMOOC is on including learning how to learn in its design. A heutagogical approach to MOOC design would challenge the balance of the distribution of responsibility between the course and the learner bringing in the power traditionally recognised in human will.
As next steps, we intend to develop the above-presented classification draft by collecting more data based on an extended literature review to create a framework proposal for designing heutagogy-based MOOCs. The future piloting of a prototypical hMOOC will provide empirical evidence of the added value of heutagogy in its design. Acknowledgements. This article reports research developed within the PhD Program Technology Enhanced Learning and Societal Challenges, funded by Fundação para a Ciência e Tecnologia, FCT I. P. – Portugal, under contract PD/BI/127979/2016.