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  4. Improving a MOOC to foster information literacy by means of a conjecture map
 
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Improving a MOOC to foster information literacy by means of a conjecture map

Journal
International Journal of Learning Technology (IJLT)
ISSN
1477-8386
ISSN-Digital
1741-8119
Type
journal article
Date Issued
2021-06
Author(s)
Moser, Luca  
Guggemos, Josef  
Seufert, Sabine  
Editor(s)
Uden, L
DOI
https://doi.org/10.1504/IJLT.2021.115470
Abstract (De)
Conjecture mapping allows for a combined study of learning and teaching and its interdependence in a given learning design. This contribution illustrates how we developed and improved a massive open online course (MOOC) to foster information literacy (IL) with upper secondary students in Switzerland, by means of conjecture mapping. Teachers often feel insecure when handling digital media pedagogically and therefore need tools to support them. Hence, the present educational design research focused on an easy-to-use digital learning design to foster IL. Interviews with 16 involved teachers indicated that the efficiency of the course design is a main success factor that should be reflected in the conjecture map. Furthermore, teachers who supported the learning process intensively and enhanced the MOOC with further tests and discussions were more successful, so we adapt the MOOC accordingly to provide even more support for the teachers.
Language
English
Keywords
conjecture map
information literacy
MOOC
Massive Open Online Course
open education
secondary education
educational design research
learning technology
upper secondary education
digital competences
HSG Classification
contribution to scientific community
Refereed
Yes
Publisher
Inderscience
Volume
16
Number
1
Start page
65
End page
86
Pages
22
Official URL
https://www.inderscienceonline.com/toc/ijlt/16/1
URL
https://www.alexandria.unisg.ch/handle/20.500.14171/110364
Subject(s)

education

Division(s)

University of St.Gall...

IBB - Institute for E...

Eprints ID
261258

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