Learning Designers in the ‘Third Space’: The Socio-Technical Construction of MOOCs and Their Relationship to Educator and Learning Designer Roles in HE

Abstract

Massive Open Online Courses (MOOCs) are frequently portrayed as "agents of change" in higher education (HE), impacting on institutional practices, processes and structures throughout HE. However, these courses do not "fit" neatly with the established aims and functions of universities, and accounts of technology-led change in universities predominate, simplistically emphasising technologically determinist narratives with incidental social effects. This study aims to explore the consequences of introducing these courses into HE in terms of the roles of educators, learning designers and the socio-technical construction of MOOCs. The research takes a socio-technical perspective, combining the established analytical strategy of Socio-Technical Interaction Networks (STIN) with the social theoretical 'third space' framework of HE activity. The paper reports on the first of three institutional cases studies, finding that learning designers occupy a hub-like position in the networks of actors involved in MOOC development within an emergent 'third space' between academic and managerial roles. The analysis also reveals how the massive and open elements of these courses elicit involvement of seemingly peripheral actors, who exert a strong influence on course production processes and content, with educators taking a less central role. This work adds a socio-technical element to understandings of third space activity in higher education, and can inform the planning and development of online education projects in accounting for changing roles in HE where massiveness and openness are combined in a course.

Massive Open Online Course

“…Il docente avvia la fase progettuale con la definizione degli obiettivi e del programma che intende realizzare, per poi procedere alla redazione di contenuti e delle prove di valutazione in itinere e a completamento del corso. Le informazioni raccolte sulle esperienze di docenti che hanno sperimentato per la prima volta la realizzazione e lo svolgimento di un corso online mettono in rilievo almeno due questioni: la necessità della riprogettazione della didattica rispetto controllo dei contenuti, oppure con la scelta di cessione, da parte del docente, di responsabilità alle figure tecniche della squadra, disinteressandosi a confrontarsi con le pratiche specialistiche previste per i corsi online 378 . Si tratta in realtà di pericoli comuni in tutti i lavori di squadra che hanno bisogno di competenze e conoscenze molto diverse per raggiungere un unico scopo.…”

Professional Development Through MOOCs in Higher Education Institutions: Challenges and Opportunities for PhD Students Working as Mentors

“…MOOC instructors' perspectives have also been explored from a socio-technical lens. White & White (2016) have initiated a cross-institutional set of case studies in which a self-perceived change of professional practices has been noticed in learning designers and lecturers as a result of their participation in the production of MOOCs, which often leads to a renegotiation of the meanings of their roles as educators.…”

Challenges of Identifying Second Language English Speakers in MOOCs

“…Online platforms which offer online courses with free registration to any learners who would like to participate, become one of the trend implementations in technology enhanced learning and are investigated from many different perspectives [3,7,10,12]. These courses are adverted as Massive Open Online Course (MOOC) and many institutions from all around the world have attempted to build MOOC platforms.…”