Document Type

Article

Date

2-2016

Embargo Period

11-7-2016

Keywords

Crowdsourcing, e-learning, peer-based learning, online learning, open education, social technologies

Language

English

Disciplines

Curriculum and Instruction | Library and Information Science | Online and Distance Education

Description/Abstract

Inclusion of open resources that employ a peer-generated approach is changing who learns what, from whom, and via what means. With these changes, there is a shift in responsibilities from the course designer to motivated and self-directed learner-participants. While much research on e-learning has addressed challenges of creating and sustaining participatory environments, the development of massive open online courses calls for new approaches that go beyond the existing research on participatory environments in institutionally defined classes. We decenter institutionally defined classes and broaden the discussion to the literature on the creation of open virtual communities and the operation of open online crowds. We draw on literatures on online organizing, learning science, and emerging educational practice to discuss how collaboration and peer production shape learning and enable “crowdsourcing the curriculum.”

Additional Information

This is an Accepted Manuscript of an article published by Taylor & Francis in The Information Society: An International Journal, 32(2) on February 5, 2016, available online: http://www.tandfonline.com/doi/full/10.1080/01972243.2016.1130501.

DOI

10.1080/01972243.2016.1130501

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

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