On MOOC Development Based On Fusion Of Horizons

In recent years,the construction and application of MOOC have been developing rapidly,which has brought MOOC as a recognized credit form into university talent training system.MOOC development is the focus in its construction and application,which requires urgent systematic and in-depth theoretical and practical researches.However,much attention is paid to the practice of MOOC development,and the theoretical researches are weak,hence there is a lack of theoretical clarification and rational promotion to the practice.MOOC is massive,open,and online,which makes it difficult to use ready-made theories.In MOOC development,there are the problems of excessively following the modern curriculum development model and hence weakening the subject,situation and meaning,which results in the dilemma and contradiction between MOOC development and multiple learning demands and learning experience.Therefore,it is necessary to conduct theoretical researches on ontological meaning and practical researches with the aim of solving the theoretical and practical difficulties for MOOC development.MOOC development falls into the category of the curriculum development.Tyler Principle provides scientific support for MOOC development.However,solving the problems of MOOC development requires both grand narrative researches and open,different and diversified micro narrative researches.We need to transcend a single horizon and integrate Tyler Principle with multiple horizons.Curriculum understanding encourages the individual to reconstruct the original meaning of the curriculum and get an autobiographical multiple understanding,which provides a methodology for MOOC development.The fusion of horizons of the curriculum development of Tyler Principle and curriculum understanding provides a theoretical basis for this dissertation.With respect to the problems in MOOC development,this dissertation will improve MOOC development and achieve a new form of MOOC development so as to analyze the relationship,process,significance and diversity construction in the practice of MOOC development and reflect MOOC development in the multiple understanding.MOOC is a kind of new curriculum form.This dissertation makes efforts to clarify the attribute of “for the people” in MOOC and MOOC development from the inner logic of the change of curriculum form.This dissertation also clarifies the basic procedure for the current MOOC development.As a new curriculum form,MOOC development should attach importance to the knowledge view of construction,subject view of learners,the concept of communication between teachers and students,and the process view of generation.Clarifying the historical view promotes us to look at the reality of MOOC development.It is a prerequisite for MOOC development to comprehensively examine the practice and explore the key crux.This research has found the following problems in MOOC development: paying attention to static presupposition and disregarding the development process,the asymmetry between MOOC development and learning needs,the excessively structured curriculum design and eliminating the learners' subjectivity,the lack of generating and the difference of learning resources,the lack of the process of MOOC development,the single evaluation subject and the evaluation dimension,the lack of situation and the difference in learning evaluation.The reasons of the problems include the imbalance of development subject,the impact of traditional classroom teaching modes,the breakdown of “relationships”,and the imbalance between learning support services and demands.The theoretical basis of fusion of horizons provides guidance for the theoretical analysis of MOOC development.Based on the fusion of horizons,relationship is the inherent logic character and the personalized learning is the value orientation of MOOC development.The open environment of MOOC development,the learning support service highlighting personalized learning,dynamically generated text,non-linear connected process,and diversified learning evaluations are the status of MOOC development under the fusion of horizons.Based on the analysis of the basic procedure of current MOOC development,the demands of the problems and the fusion of horizons,this dissertation puts forward the “FLTC” model of MOOC development.“FLTC” is an acronym for Facilitator,Learner,Text and Context.“FLTC” model interprets the core orientation,elements,process and relationship for MOOC development.Based on the information technology environment of MOOC platform and social software,the model takes personalized learning as the core orientation,takes facilitators,learners,texts and contexts as the key elements,and takes curriculum design and iteration,resource organization and text symbiosis,online teaching activities,learning support service,and learning analysis and evaluation as the key activities.Among them,teachers are the facilitators promoting personalized learning and MOOC dynamic generation.The facilitators and learners are the subject of MOOC development.Learners express their subjectivity in the interrelationships among elements,activities,relationships and meanings,and gain the personalized transformation in active participation.The implementation of “FLTC” model requires a new operation procedure.We need to set up a team of teachers,to publish course announcements,to conduct curriculum design and iteration,to conduct resource organization and text symbiosis,to organize online teaching activities,to conduct learning support services,to conduct learning analysis and evaluation.However,MOOC development is not linear,but a process with iteration and generation in the interaction between the elements and activities.Hence,in MOOC development,we must attach importance to the link between the elements and activities,the openness,process and generation,the network connectivity in learning interaction,and we must attach importance to the integration of learning analysis and evaluation with teaching and learning.On the basis of human subjectivity,MOOC development realizes the construction on the basis of practice,the understanding in the process of development and promotes the harmony of the practice and rationality.From a theoretical model to the practical implementation,the “FLTC” model also needs educational framework and technical framework to provide support together.The teachers should have the literacy of MOOC development and truly become facilitators of personalized learning and MOOC dynamic generation.Learners should have the learning literacy of MOOC and truly become autonomous learning subjects.Technology should support learners' personalized learning and professional customization of MOOC.At the same time,it is necessary to deal with the relationship between curriculum goal and learning goal,between teachers,learners,and MOOC development,between MOOC development and teaching,and the relationship between presupposition and creation.Finally,this dissertation selects a typical MOOC case,analyzes the advantages and problems in the development based on the fusion of horizons,and puts forward strategies so as to promote the communication between the theoretical research and the practice research of MOOC development.