MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies

Howard Errey, Megan Jane McPherson

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The challenges of MOOCs are currently a significant issue for universities. New contexts of openness, massiveness and collaboration on the Web are challenging traditional forms of university education delivery. These challenges are catalysts for change both generally and in studio pedagogies in particular. This chapter focus on how disruption caused to traditional art studio teaching models occur through intersection with MOOC activity. The provision of studio arts subjects by MOOC providers is also shown to be innovative for MOOC design and delivery. The authors show these challenges by drawing on their participation in two arts based MOOCs, The Art of Photography and Practice Based Research in the Arts. The MOOC pedagogies of openness, massiveness and collaboration, provide opportunities inherent in studio-based arts delivery which contemporary MOOC platforms rarely achieve. The authors draw into question potential frameworks for evaluating choosing and designing contemporary MOOC activity. This chapter falls within the policy issues in MOOCs design with specific relevance for the topic of technology and change management for the MOOCs environment .
Original languageEnglish
Title of host publicationMacro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future
EditorsElspeth McKay, John Lenarcic
Place of PublicationHershey PA USA
PublisherInformation Science Reference
Pages61 - 73
Number of pages14
ISBN (Print)9781466683242
DOIs
Publication statusPublished - 2015

Cite this

Errey, H., & McPherson, M. J. (2015). MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies. In E. McKay, & J. Lenarcic (Eds.), Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (pp. 61 - 73). Hershey PA USA: Information Science Reference. https://doi.org/10.4018/978-1-4666-8324-2.ch004
Errey, Howard ; McPherson, Megan Jane. / MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies. Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future. editor / Elspeth McKay ; John Lenarcic. Hershey PA USA : Information Science Reference, 2015. pp. 61 - 73
@inbook{9ef10d6e89904c5c8ee02b4025354d6b,
title = "MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies",
abstract = "The challenges of MOOCs are currently a significant issue for universities. New contexts of openness, massiveness and collaboration on the Web are challenging traditional forms of university education delivery. These challenges are catalysts for change both generally and in studio pedagogies in particular. This chapter focus on how disruption caused to traditional art studio teaching models occur through intersection with MOOC activity. The provision of studio arts subjects by MOOC providers is also shown to be innovative for MOOC design and delivery. The authors show these challenges by drawing on their participation in two arts based MOOCs, The Art of Photography and Practice Based Research in the Arts. The MOOC pedagogies of openness, massiveness and collaboration, provide opportunities inherent in studio-based arts delivery which contemporary MOOC platforms rarely achieve. The authors draw into question potential frameworks for evaluating choosing and designing contemporary MOOC activity. This chapter falls within the policy issues in MOOCs design with specific relevance for the topic of technology and change management for the MOOCs environment .",
author = "Howard Errey and McPherson, {Megan Jane}",
year = "2015",
doi = "10.4018/978-1-4666-8324-2.ch004",
language = "English",
isbn = "9781466683242",
pages = "61 -- 73",
editor = "Elspeth McKay and John Lenarcic",
booktitle = "Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future",
publisher = "Information Science Reference",
address = "Netherlands",

}

Errey, H & McPherson, MJ 2015, MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies. in E McKay & J Lenarcic (eds), Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future. Information Science Reference, Hershey PA USA, pp. 61 - 73. https://doi.org/10.4018/978-1-4666-8324-2.ch004

MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies. / Errey, Howard; McPherson, Megan Jane.

Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future. ed. / Elspeth McKay; John Lenarcic. Hershey PA USA : Information Science Reference, 2015. p. 61 - 73.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

TY - CHAP

T1 - MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies

AU - Errey, Howard

AU - McPherson, Megan Jane

PY - 2015

Y1 - 2015

N2 - The challenges of MOOCs are currently a significant issue for universities. New contexts of openness, massiveness and collaboration on the Web are challenging traditional forms of university education delivery. These challenges are catalysts for change both generally and in studio pedagogies in particular. This chapter focus on how disruption caused to traditional art studio teaching models occur through intersection with MOOC activity. The provision of studio arts subjects by MOOC providers is also shown to be innovative for MOOC design and delivery. The authors show these challenges by drawing on their participation in two arts based MOOCs, The Art of Photography and Practice Based Research in the Arts. The MOOC pedagogies of openness, massiveness and collaboration, provide opportunities inherent in studio-based arts delivery which contemporary MOOC platforms rarely achieve. The authors draw into question potential frameworks for evaluating choosing and designing contemporary MOOC activity. This chapter falls within the policy issues in MOOCs design with specific relevance for the topic of technology and change management for the MOOCs environment .

AB - The challenges of MOOCs are currently a significant issue for universities. New contexts of openness, massiveness and collaboration on the Web are challenging traditional forms of university education delivery. These challenges are catalysts for change both generally and in studio pedagogies in particular. This chapter focus on how disruption caused to traditional art studio teaching models occur through intersection with MOOC activity. The provision of studio arts subjects by MOOC providers is also shown to be innovative for MOOC design and delivery. The authors show these challenges by drawing on their participation in two arts based MOOCs, The Art of Photography and Practice Based Research in the Arts. The MOOC pedagogies of openness, massiveness and collaboration, provide opportunities inherent in studio-based arts delivery which contemporary MOOC platforms rarely achieve. The authors draw into question potential frameworks for evaluating choosing and designing contemporary MOOC activity. This chapter falls within the policy issues in MOOCs design with specific relevance for the topic of technology and change management for the MOOCs environment .

UR - http://goo.gl/PuzMbV

U2 - 10.4018/978-1-4666-8324-2.ch004

DO - 10.4018/978-1-4666-8324-2.ch004

M3 - Chapter (Book)

SN - 9781466683242

SP - 61

EP - 73

BT - Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future

A2 - McKay, Elspeth

A2 - Lenarcic, John

PB - Information Science Reference

CY - Hershey PA USA

ER -

Errey H, McPherson MJ. MOOCs and the art studio: a catalyst for innovation and change in eLearning development and studio pedagogies. In McKay E, Lenarcic J, editors, Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future. Hershey PA USA: Information Science Reference. 2015. p. 61 - 73 https://doi.org/10.4018/978-1-4666-8324-2.ch004