A design approach for MOOC: investigation of the articulation between instructional design and interaction
Abstract
MOOC is an acronym for Massive Open Online Course, an online education modality that offers free courses to diverse audiences with different ages, backgrounds and nationalities. It is believed that design approaches that integrate interaction design with instructional design may favor communicability in MOOC. In this sense, this article presents partial results of a Systematic Literature Mapping (SLM), whose objective was to identify studies and researches related to the processes of interaction design and instructional design applied to the MOOC. The results found point to the existence of research challenges of theoretical and methodological articulation between interaction design and instructional design in MOOC. The results presented in this article will guide a hybrid approach of design (articulated interaction design of instructional design) focused on MOOC.
Keywords:
MOOC, interaction design, instructional design, theoretical articulation, communicability
References
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Boall, H., Chaves, M., e Stallivieri, L. (2015). Os moocs e o processo de internacionalização das instituições de ensino superior. XV Colóquio Internacional de Gestão Universitária – CIGU INPEAU/Universidade Federal de Santa Catarina, page [s. n.].
Dal Forno, J. P. e Knoll, G. F. (2013). Os moocs no mundo: um levantamento de cursos online abertos massivos. Nuances: estudos sobre Educação, 24(3):178–194.
Delavar, A. (2017). The effect of moocs instructional design model-based on student’s learning and motivation. Man In India, 97(11):115–126.
Fassbinder, A., Delamaro, M. E., e Barbosa, E. F. (2014). Construção e uso de moocs: uma revisão sistemática. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 25(1):332.
Filatro, A. (2008). Design instrucional na prática. Pearson Education do Brasil. São Paulo.
Filatro, A. e Piconez, S. C. B. (2004). Design instrucional contextualizado. São Paulo: Senac.
Garrido, F. A. (2018). Uma Abordagem Unificada de Design para Modelagem da Comunicação e Instrução para MOOC. Master’s thesis, Mestrado em Ciência da Computação. Universidade Federal da Bahia - UFBA.
Grainger, B. (2013). Introduction to moocs: avalanche, illusion or augmentation. Policy Brief - UNESCO (july). Institute for Information Technologies in Education. URL: [link].
Howley, I., Tomar, G. S., Ferschke, O., e Rose, C. P. Reputation systems impact on help seeking in mooc discussion forums. IEEE Transactions on Learning Technologies, (1):1–14.
Huang, B. e Hew, K. F. (2017). Factors influencing learning and factors influencing persistence: A mixed-method study of mooc learners’ motivation. Proceedings of the 2017 International Conference on Information System and Data Mining, pages 103–110.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33:1–26.
Löwgren, J. (2013). Interaction design – brief intro. The Encyclopedia of Human-Computer Interaction, 2nd Ed. Aarhus, Denmark: The Interaction Design Foundation. [link]
Matta, C. E. e Figueiredo, A. P. S. (2013). Mooc: transformação das práticas de aprendizagem. X Congresso Brasileiro de Ensino Superior a Distância, 10:1–15.
Mattar, J. (2013). Fóruns de discussão em educação à distância: Moodle, Facebook e REDU. Tecnologia Educacional, Revista Da Associação Brasileira De Tecnologia Educacional, 202:6–17.
Ramírez-Vega, A., Iniesto, F., e Rodrigo, C. (2017). Raising awareness of the accessibility challenges in mathematics moocs. Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality, page 92.
Rocha, R. d. S. e Fantinato, M. (2013). The use of software product lines for business process management: A systematic literature review. Information and Software Technology, 55(8):1355–1373.
Rodrigues, P. A., Brandão, L. d. O., e Brandão, A. A. F. (2016a). Let us learn together!: Do complementary abilities foster pair collaboration in web-based learning? Frontiers in Education Conference (FIE), 2016 IEEE, pages 1–8.
Rodrigues, R. L., Ramos, J. L. C., Silva, J. C. S., e Gomes, A. S. (2016b). Discovery engagement patterns moocs through cluster analysis. IEEE Latin America Transactions, 14(9):4129–4135.
Rogers, Y., Sharp, H., e Preece, J. (2013). Design de interação: além da interação humano-computador. Bookman.
Sádon, N. F., Alias, R. A., e Ohshima, N. (2014). Nascent research trends in moocs in higher educational institutions: A systematic literature review. Web and Open Access to Learning (ICWOAL), 2014 International Conference on, pages 1–4.
Santos, O. C., Boticario, J. G., e Pérez-Marín, D. (2014). Extending web-based educational systems with personalised support through user centred designed recommendations along the e-learning life cycle. Science of Computer Programming, 88:92–109.
Zawacki-Richter, O. e Naidu, S. (2016). Mapping research trends from 35 years of publications in distance education. Distance Education, 37(3):245–269.
Published
2018-10-29
How to Cite
GARRIDO, Filipe A.; RÊGO, Beatriz B. do; MACIEL, Rita Suzana P.; MATOS, Ecivaldo de Souza.
A design approach for MOOC: investigation of the articulation between instructional design and interaction. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 29. , 2018, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 388-397.
DOI: https://doi.org/10.5753/cbie.sbie.2018.388.
