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MOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio Pedagogies

MOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio Pedagogies

Howard Errey, Megan J. McPherson
Copyright: © 2015 |Pages: 13
ISBN13: 9781466683242|ISBN10: 1466683244|EISBN13: 9781466683259
DOI: 10.4018/978-1-4666-8324-2.ch004
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MLA

Errey, Howard, and Megan J. McPherson. "MOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio Pedagogies." Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, IGI Global, 2015, pp. 61-73. https://doi.org/10.4018/978-1-4666-8324-2.ch004

APA

Errey, H. & McPherson, M. J. (2015). MOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio Pedagogies. In E. McKay & J. Lenarcic (Eds.), Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (pp. 61-73). IGI Global. https://doi.org/10.4018/978-1-4666-8324-2.ch004

Chicago

Errey, Howard, and Megan J. McPherson. "MOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio Pedagogies." In Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, 61-73. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8324-2.ch004

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Abstract

The challenges of MOOCs are currently a significant issue for universities. New contexts of openness, massiveness and collaboration on the Web are challenging traditional forms of university education delivery. These challenges are catalysts for change both generally and in studio pedagogies in particular. This chapter focus on how disruption caused to traditional art studio teaching models occur through intersection with MOOC activity. The provision of studio arts subjects by MOOC providers is also shown to be innovative for MOOC design and delivery. The authors show these challenges by drawing on their participation in two arts based MOOCs, The Art of Photography and Practice Based Research in the Arts. The MOOC pedagogies of openness, massiveness and collaboration, provide opportunities inherent in studio-based arts delivery which contemporary MOOC platforms rarely achieve. The authors draw into question potential frameworks for evaluating choosing and designing contemporary MOOC activity. This chapter falls within the ‘policy issues in MOOCs design' with specific relevance for the topic of ‘technology and change management for the MOOCs environment'.

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