Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships

Rawlings, D; Miller-Lewis, L; Collien, D; Tieman, J; Parker, D; Sanderson, C

Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships

Rawlings, D Miller-Lewis, L Collien, D Tieman, J Parker, D

Sanderson, C

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Publisher:: MDPI AG
Publication Type:: Journal Article
Citation:: Education Sciences, 2017, 7 (3), pp. 1 - 10 (10)
Issue Date:: 2017-09

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Field	Value	Language
dc.contributor.author	Rawlings, D	en_US
dc.contributor.author	Miller-Lewis, L	en_US
dc.contributor.author	Collien, D	en_US
dc.contributor.author	Tieman, J	en_US
dc.contributor.author	Parker, D https://orcid.org/0000-0003-2552-8613	en_US
dc.contributor.author	Sanderson, C	en_US
dc.date.issued	2017-09	en_US
dc.identifier.citation	Education Sciences, 2017, 7 (3), pp. 1 - 10 (10)	en_US
dc.identifier.issn	2227-7102	en_US
dc.identifier.uri	http://hdl.handle.net/10453/123440
dc.description.abstract	(1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia; (2) Methods: Working with the OpenLearning platform developer, a research study and MOOC evaluation were embedded in the course, and content was delivered in innovative ways without compromising pedagogical approaches; (3) Results: This MOOC provided the facilitators with the opportunity to view education as an intervention, with testing undertaken, including measuring attitudinal change. Research, clinical and community partnerships were developed or reaffirmed and the value of ongoing partnerships with developers in creating platforms and tools that can expand the options for online learning is highlighted. Opportunities for future health professional and consumer education were also explored; (4) Conclusion: MOOCs can provide innovative opportunities to redesign educational approaches, which can be achieved by working with new technologies and with platform developers, while still adhering to pedagogical principles.	en_US
dc.publisher	MDPI AG	en_US
dc.relation.ispartof	Education Sciences	en_US
dc.relation.isbasedon	10.3390/educsci7030067	en_US
dc.title	Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	7	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Nursing
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	7	en_US

Abstract:

(1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia; (2) Methods: Working with the OpenLearning platform developer, a research study and MOOC evaluation were embedded in the course, and content was delivered in innovative ways without compromising pedagogical approaches; (3) Results: This MOOC provided the facilitators with the opportunity to view education as an intervention, with testing undertaken, including measuring attitudinal change. Research, clinical and community partnerships were developed or reaffirmed and the value of ongoing partnerships with developers in creating platforms and tools that can expand the options for online learning is highlighted. Opportunities for future health professional and consumer education were also explored; (4) Conclusion: MOOCs can provide innovative opportunities to redesign educational approaches, which can be achieved by working with new technologies and with platform developers, while still adhering to pedagogical principles.

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http://hdl.handle.net/10453/123440