Titlebook: Unbundling the University Curriculum; MOOCs, Online Progra Kate O‘Connor Book 2022 The Editor(s) (if applicable) and The Author(s), under e

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FELON

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興奮過度

創(chuàng)造性

冰雹

Curriculum and Crisis in the Unbundled University,rogram management (OPM) and MOOC providers have grown significantly across the university sector. These ventures differ but predominantly promote a model of online model of online course development whereby subject content is developed within universities and teaching and administrative support is o

headlong

The Changing Context of University Teaching,merging. This chapter discusses the changing context of university teaching from the perspective of institutional and academic work. It considers the shifting governance of teaching, the rise of unbundled online learning in the university sector, and the dominant frames in which learning and teachin

人類

Understanding Curriculum in Higher Education,hing practice, the curriculum effects of new teaching approaches tend to go unexamined. Although the concept of curriculum is complex and contested, foregrounding curriculum draws attention to the question of ‘what’ is taught in important ways (Deng, .; Yates, .), as well as the complex relations be

船員

Disciplinary Knowledge and Constructivism: Key Curriculum Debates,lar issues: differences in the formulation of curriculum between disciplines and fields and the extent these are recognized in university strategy, and the push for constructivist pedagogies and its effects on curriculum construction. This chapter outlines relevant theoretical debates about discipli

CLEAR

Making the Case for Unbundled Online Initiatives, ‘TechU’. It tells the story of the new unbundled initiatives introduced at those universities, the rationales behind those initiatives, and how issues of curriculum, pedagogy, and knowledge were framed as part of this. This chapter considers the ways in which the policy problem and online learning