Is the framework of a product quality evaluation system, it determines which quality characteristics will be taken into account when evaluating the properties of an educational product.
Published in Chapter:
Reflections on Instructional Design Guidelines From the MOOCification of Distance Education: A Case Study of a Course on Design for All
Covadonga Rodrigo (Universidad Nacional de Educación a Distancia (UNED), Spain), Francisco Iniesto (The Open University, UK), and Ana García-Serrano (Universidad Nacional de Educación a Distancia (UNED), Spain)
Copyright: © 2020
|Pages: 17
DOI: 10.4018/978-1-7998-2325-4.ch002
Abstract
There are some similarities in developing distance education online courses and Massive Open Online Courses (MOOCs) using the basis of eLearning instructional design. However, the task of converting an online course into a MOOC is not as simple as direct migration of eLearning materials and assessment resources into a MOOC platform. In online learning, learners should be continually influenced by information, social interaction, and learning experiences, providing them with the knowledge to come up with new ideas to develop within an engaging course. In this chapter, the process of MOOCification a distance education online course on “Design for All for an Inclusive and Accessible Society” is explained and contextualized. The re-factorization process has been based upon the quality model used for MOOCs at UNED Abierta and the instructional design based on Gagné's events of instruction. The eLearning activities were completely refactored, along with the content itself, the interaction events, and the online assessment following the Gardner's multiple intelligences product grid.