Abstract
MOOCs, as an innovative learning method, allow learners with different educational backgrounds, learning abilities and learning needs to participate in the same course. However, the content of the current MOOCs is fixed. The organizational concept of MOOCs is “one size fits all”, which can no longer meet the individual needs of learners with heterogeneous and diversified characteristics. To address the above problems, the study puts forward the concept of adaptive open course from the perspective of discipline knowledge adaptation, including dynamic generation and evolution, sociality, semantic aggregation, choice and customization, consistency and continuity, openness of learning data and adaptive mechanism and so on. Then, the study elaborates the process of constructing and implementing adaptive open course from two aspects: content organization structure and the design and implementation of the prototype, which is expected to provide reference for designers and implementers of MOOCs.
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Glossary of Terms
- MOOC
-
Massive Open Online Course.
- cMOOC
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The Massive Open Online Course which is designed based on the learning theory of Connectivism.
- xMOOC
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The Massive Open Online Course which is designed based on the learning theory of Behaviorism.
- hMOOC
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The Massive Open Online Course which is designed based on the blending learning theory.
- Adaptive MOOC
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The Massive Open Online Course whose content and structure can be changed according to the learning need of learners.
- Learning Cell
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Learning resource with collections of content items, activity items, service items and their semantic descriptions based on a single learning objective.
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Wan, H., Yu, S. (2020). Designing and Implementing Adaptive MOOCs. In: Yu, S., Ally, M., Tsinakos, A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-15-0618-5_17
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DOI: https://doi.org/10.1007/978-981-15-0618-5_17
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