LEADER 04464nam 22006615 450 001 9910591030903321 005 20251017123200.0 010 $a9789811946561$b(electronic bk.) 010 $z9789811946554 024 7 $a10.1007/978-981-19-4656-1 035 $a(MiAaPQ)EBC7080220 035 $a(Au-PeEL)EBL7080220 035 $a(CKB)24779276700041 035 $a(DE-He213)978-981-19-4656-1 035 $a(EXLCZ)9924779276700041 100 $a20220902d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aUnbundling the University Curriculum $eMOOCs, Online Program Management and the Knowledge Question /$fby Kate O'Connor 205 $a1st ed. 2022. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2022. 215 $a1 online resource (171 pages) 225 1 $aRethinking Higher Education,$x2662-1487 311 08$aPrint version: O'Connor, Kate Unbundling the University Curriculum Singapore : Springer,c2022 9789811946554 320 $aIncludes bibliographical references. 327 $aIntroduction -- 1 Understanding curriculum and online learning in higher education -- Part A: Knowledge, curriculum and online learning: key concepts and debates -- 2 Academic knowledge: questions and debates -- 3 Learning and teaching in the modern university -- Part B: New initiatives, new subjects: case studies of online curriculum making -- 4 The institutions: SandstoneU and TechU -- 5 Case 1: Behavioural Ecology -- 6 Case 2: Classical Studies -- 7 Case 3: Interdisciplinary Logic -- 8 Cases 4 and 5: Business Studies -- Part C: University knowledge today: challenges and constraints -- 9 Disciplines and their significance -- 10 From constructivism to clarity and control -- 11 Curriculum and knowledge ? what is being missed?. 330 $aIn a context in which explicit attention to the curriculum has been sidelined in universities? strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are recognised in university strategy; and the push for constructivist pedagogies, and its effects on curriculum construction. Since the onslaught of MOOCs in 2012, unbundled forms of online learning offered via partnerships with external online program management and MOOC providers have grown significantly across the university sector. There has been much debate about the implications of these partnerships but the focus has predominantly been on the engagement of students and their learning. This book takes a different and novel approach, looking instead at the effects on curriculum and knowledge. Drawing on selected case studies, the book reflects on how university leaders and academics engaged with MOOCs and other forms of unbundled online learning in the early 2010s, and the effects of these reforms on curriculum practice. It captures in detail the complex and difficult work involved in university curriculum making in a way rarely seen in discussions of higher education. And it generates new in-sights about some of the critical problems manifest in the ongoing moves to embrace unbundled online learning today. 410 0$aRethinking Higher Education,$x2662-1487 606 $aEducation, Higher 606 $aEducation$xCurricula 606 $aEducation 606 $aHigher Education 606 $aCurriculum Studies 606 $aEducation 606 $aCursos en línia oberts i massius$2thub 606 $aUniversitats$2thub 606 $aCurrículums (Ensenyament)$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation, Higher. 615 0$aEducation$xCurricula. 615 0$aEducation. 615 14$aHigher Education. 615 24$aCurriculum Studies. 615 24$aEducation. 615 7$aCursos en línia oberts i massius 615 7$aUniversitats 615 7$aCurrículums (Ensenyament) 676 $a371.3344678 700 $aO'Connor$b Kate$01256281 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910591030903321 996 $aUnbundling the University Curriculum$92912192 997 $aUNINA