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Open AccessArticle

Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships

Palliative and Supportive Services, Flinders University, Adelaide, SA 5001, Australia
Open Learning Global P/L, Sydney, NSW 2000, Australia
Faculty of Health, University of Technology, Sydney, NSW 2007, Australia
Author to whom correspondence should be addressed.
Educ. Sci. 2017, 7(3), 67;
Received: 9 May 2017 / Revised: 27 June 2017 / Accepted: 27 June 2017 / Published: 29 June 2017
(This article belongs to the Collection Massive Open Online Courses)
(1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia; (2) Methods: Working with the OpenLearning platform developer, a research study and MOOC evaluation were embedded in the course, and content was delivered in innovative ways without compromising pedagogical approaches; (3) Results: This MOOC provided the facilitators with the opportunity to view education as an intervention, with testing undertaken, including measuring attitudinal change. Research, clinical and community partnerships were developed or reaffirmed and the value of ongoing partnerships with developers in creating platforms and tools that can expand the options for online learning is highlighted. Opportunities for future health professional and consumer education were also explored; (4) Conclusion: MOOCs can provide innovative opportunities to redesign educational approaches, which can be achieved by working with new technologies and with platform developers, while still adhering to pedagogical principles. View Full-Text
Keywords: cMOOC; online learning; pedagogy cMOOC; online learning; pedagogy
MDPI and ACS Style

Rawlings, D.; Miller-Lewis, L.; Collien, D.; Tieman, J.; Parker, D.; Sanderson, C. Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships. Educ. Sci. 2017, 7, 67.

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