This exploratory case study analyzed the reported learning experiences among the multidisciplinary practitioners employed in the development of edX courses for a pioneering MOOC program targeted at Latin America and Caribbean. It applied work-based learning theory and activity theory to answer the question of whether and how a group of 20 participants—including subject matter experts, instructional designers, administrative assistants, platform technicians, and media producers—experienced work-based learning through their collaboration during the MOOC program’s initial professionalization period. Using qualitative research methods via interviews, observation, and document analysis, it illuminated the practical, pedagogical, and organizational factors that participants identified as critical for succeeding in their jobs. The principal study finding indicated that the entirety of participants experienced work-based learning in response to systemic tensions related to one or more of the five phases of the MOOC design cycle. The secondary findings concluded that participants encountered significant pressures and opportunities for learning as a result of: developing educational resources or learning activities (80%), the need for improving organizational processes (85%), and facing constant technological upgrades (75%). Finally, the study recommends that MOOC design teams (a) rethink the role of the instructor vis-a-vis the techno-pedagogical affordances of the MOOC platform, and (b) design adaptive organizational structures that support a plurality of sociomaterial workflows.

中文翻译：

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通过为拉丁美洲和加勒比地区设计 edX MOOC 进行基于工作的学习的案例研究

该探索性案例研究分析了为针对拉丁美洲和加勒比地区的开创性 MOOC 项目开发 edX 课程所雇用的多学科从业人员的学习经验。它应用基于工作的学习理论和活动理论来回答20名参与者——包括主题专家、教学设计师、行政助理、平台技术人员和媒体制作人——是否以及如何通过他们的协作体验基于工作的学习的问题在 MOOC 项目的初始专业化阶段。通过访谈、观察和文件分析使用定性研究方法，它阐明了参与者认为对他们的工作成功至关重要的实践、教学和组织因素。主要研究结果表明，所有参与者都经历了基于工作的学习，以应对与 MOOC 设计周期的五个阶段中的一个或多个阶段相关的系统性紧张局势。次要调查结果得出结论，参与者在学习方面遇到了巨大的压力和机会，原因是：开发教育资源或学习活动（80%），需要改进组织流程（85%），以及面临不断的技术升级（75%）。最后，该研究建议 MOOC 设计团队 (a) 重新考虑教师在 MOOC 平台的技术教学功能方面的作用，以及 (b) 设计支持多种社会材料工作流程的自适应组织结构。