One of the key factors that determines the success and effectiveness of professional learning is self-regulation: the learner’s ability to plan and execute actions that lead to the desired outcomes, and their ability to monitor and respond to their emotional and cognitive reactions to the learning experiences. Most MOOCs are not designed to encourage self-regulated learning, either because MOOC designers are not aware of its importance or because they do not know how to translate the abstract concept into concrete features. Providers require better support in designing MOOCs that will promote and facilitate self-regulated learning.
The Open Education Studio launches a conversation on MOOCs design that is nowadays increasingly relevant for all corporations.
Our conversation starts with an article(1) by Allison Littlejohn and Colin Milligan that presents two sets of tools to guide MOOC designers, promote self-regulated learning and thus help learners meet their individual needs.