Resumé

In this chapter, we argue that the recent interest in personalized and individualized approaches to online learning challenge pedagogies that build on strongly collaborative understandings of learning. We explore an example of such a collaborative pedagogy (Problem and Project Based Learning (PBL)), and how we can develop this model to remain relevant and innovative. We propose three emerging developments or ideas and how these can advance PBL thinking for a digital and global age. 1) We discuss and outline the idea of a ‘flipped semester’, rather than ‘flipped classroom’. 2) We discuss how students are developing novel collaborative competences that will be important for future work and learning through their distributed and face-to-face (f2f) collaboration. 3) Finally, we present the idea of Collaborative Open Online Projects (COOPs), that we propose as a specific type of MOOC amongst many others.
OriginalsprogEngelsk
TitelThe Impact of MOOCs on Online Education in Malaysia and Beyond
RedaktørerMohamed Ally, Mohamed Amin Embi, Helmi Norman
Udgivelses stedNew York
ForlagRoutledge
Publikationsdatomar. 2019
Sider47-59
Kapitel4
ISBN (Trykt)9780367026615
ISBN (Elektronisk)9780367026615
StatusUdgivet - mar. 2019
NavnRoutledge Research in Education

Emneord

  • PBL
  • MOOC

Citer dette

Ryberg, T., Davidsen, J., & Kolmos, A. (2019). Innovating Problem and Project Based Learning Using a Modified Version of MOOCs. I M. Ally, M. A. Embi, & H. Norman (red.), The Impact of MOOCs on Online Education in Malaysia and Beyond (s. 47-59). New York: Routledge. Routledge Research in Education
Ryberg, Thomas ; Davidsen, Jacob ; Kolmos, Anette. / Innovating Problem and Project Based Learning Using a Modified Version of MOOCs. The Impact of MOOCs on Online Education in Malaysia and Beyond. red. / Mohamed Ally ; Mohamed Amin Embi ; Helmi Norman. New York : Routledge, 2019. s. 47-59 (Routledge Research in Education).
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abstract = "In this chapter, we argue that the recent interest in personalized and individualized approaches to online learning challenge pedagogies that build on strongly collaborative understandings of learning. We explore an example of such a collaborative pedagogy (Problem and Project Based Learning (PBL)), and how we can develop this model to remain relevant and innovative. We propose three emerging developments or ideas and how these can advance PBL thinking for a digital and global age. 1) We discuss and outline the idea of a ‘flipped semester’, rather than ‘flipped classroom’. 2) We discuss how students are developing novel collaborative competences that will be important for future work and learning through their distributed and face-to-face (f2f) collaboration. 3) Finally, we present the idea of Collaborative Open Online Projects (COOPs), that we propose as a specific type of MOOC amongst many others.",
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Ryberg, T, Davidsen, J & Kolmos, A 2019, Innovating Problem and Project Based Learning Using a Modified Version of MOOCs. i M Ally, MA Embi & H Norman (red), The Impact of MOOCs on Online Education in Malaysia and Beyond. Routledge, New York, Routledge Research in Education, s. 47-59.

Innovating Problem and Project Based Learning Using a Modified Version of MOOCs. / Ryberg, Thomas; Davidsen, Jacob; Kolmos, Anette.

The Impact of MOOCs on Online Education in Malaysia and Beyond. red. / Mohamed Ally; Mohamed Amin Embi; Helmi Norman. New York : Routledge, 2019. s. 47-59.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingBidrag til bog/antologiForskningpeer review

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N2 - In this chapter, we argue that the recent interest in personalized and individualized approaches to online learning challenge pedagogies that build on strongly collaborative understandings of learning. We explore an example of such a collaborative pedagogy (Problem and Project Based Learning (PBL)), and how we can develop this model to remain relevant and innovative. We propose three emerging developments or ideas and how these can advance PBL thinking for a digital and global age. 1) We discuss and outline the idea of a ‘flipped semester’, rather than ‘flipped classroom’. 2) We discuss how students are developing novel collaborative competences that will be important for future work and learning through their distributed and face-to-face (f2f) collaboration. 3) Finally, we present the idea of Collaborative Open Online Projects (COOPs), that we propose as a specific type of MOOC amongst many others.

AB - In this chapter, we argue that the recent interest in personalized and individualized approaches to online learning challenge pedagogies that build on strongly collaborative understandings of learning. We explore an example of such a collaborative pedagogy (Problem and Project Based Learning (PBL)), and how we can develop this model to remain relevant and innovative. We propose three emerging developments or ideas and how these can advance PBL thinking for a digital and global age. 1) We discuss and outline the idea of a ‘flipped semester’, rather than ‘flipped classroom’. 2) We discuss how students are developing novel collaborative competences that will be important for future work and learning through their distributed and face-to-face (f2f) collaboration. 3) Finally, we present the idea of Collaborative Open Online Projects (COOPs), that we propose as a specific type of MOOC amongst many others.

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Ryberg T, Davidsen J, Kolmos A. Innovating Problem and Project Based Learning Using a Modified Version of MOOCs. I Ally M, Embi MA, Norman H, red., The Impact of MOOCs on Online Education in Malaysia and Beyond. New York: Routledge. 2019. s. 47-59. (Routledge Research in Education).