Reflection on MOOC Design in Palestine

Saida Affouneh; Katherine Wimpenny; Ahmed Ra'fat  Ghodieh; Lay Abu Alsaud; Aria Abu Obaid

doi:10.19173/irrodl.v19i2.3469

Reflection on MOOC Design in Palestine

Saida Affouneh, Katherine Wimpenny, Ahmed Ra'fat Ghodieh, Lay Abu Alsaud, Aria Abu Obaid

An-Najah National University

Research output: Contribution to journal › Article › peer-review

9 Citations (Scopus)

35 Downloads (Pure)

Abstract

This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC), and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, ‘Informing pedagogies including delivery methods’, ‘A commitment to a national cause’, and ‘Teacher presence’, are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team have had to navigate in the MOOC development, but importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories.

Original language	English
Pages (from-to)	22-36
Number of pages	15
Journal	The International Review of Research in Open and Distributed Learning
Volume	19
Issue number	2
DOIs	https://doi.org/10.19173/irrodl.v19i2.3469
Publication status	Published - 1 May 2018

Bibliographical note

This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Keywords

Palestine
MOOC
pedagogy
OpenMed

Access to Document

10.19173/irrodl.v19i2.3469Licence: CC BY

PublishedFinal published version, 0.98 MBLicence: CC BY

Cite this

@article{6fe9652df78f42a59e195acf2ed8abca,

title = "Reflection on MOOC Design in Palestine",

abstract = "This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC), and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, {\textquoteleft}Informing pedagogies including delivery methods{\textquoteright}, {\textquoteleft}A commitment to a national cause{\textquoteright}, and {\textquoteleft}Teacher presence{\textquoteright}, are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team have had to navigate in the MOOC development, but importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories. ",

keywords = "Palestine, MOOC, pedagogy, OpenMed",

author = "Saida Affouneh and Katherine Wimpenny and Ghodieh, {Ahmed Ra'fat} and {Abu Alsaud}, Lay and {Abu Obaid}, Aria",

note = "This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",

year = "2018",

month = may,

day = "1",

doi = "10.19173/irrodl.v19i2.3469",

language = "English",

volume = "19",

pages = "22--36",

journal = "The International Review of Research in Open and Distributed Learning",

issn = "1492-3831",

publisher = "Athabasca University Press",

number = "2",

}

TY - JOUR

T1 - Reflection on MOOC Design in Palestine

AU - Affouneh, Saida

AU - Wimpenny, Katherine

AU - Ghodieh, Ahmed Ra'fat

AU - Abu Alsaud, Lay

AU - Abu Obaid, Aria

N1 - This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

PY - 2018/5/1

Y1 - 2018/5/1

N2 - This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC), and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, ‘Informing pedagogies including delivery methods’, ‘A commitment to a national cause’, and ‘Teacher presence’, are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team have had to navigate in the MOOC development, but importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories.

AB - This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC), and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, ‘Informing pedagogies including delivery methods’, ‘A commitment to a national cause’, and ‘Teacher presence’, are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team have had to navigate in the MOOC development, but importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories.

KW - Palestine

KW - MOOC

KW - pedagogy

KW - OpenMed

U2 - 10.19173/irrodl.v19i2.3469

DO - 10.19173/irrodl.v19i2.3469

M3 - Article

SN - 1492-3831

VL - 19

SP - 22

EP - 36

JO - The International Review of Research in Open and Distributed Learning

JF - The International Review of Research in Open and Distributed Learning

IS - 2

ER -

Reflection on MOOC Design in Palestine

Abstract

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this