Rob Moore
Assistant Professor | University of Florida
Gainesville, FL, UNITED STATES
Rob Moore studies digital learning ecologies and how microcredentials and MOOCs transform educational pathways and outcomes.
Biography
Rob Moore's research investigates how processes and structures in digital ecologies—including digital microcredentials and massive open online courses (MOOCs)—shape learner experiences, focusing on their potential as transformative pathways for education and careers. By applying systems thinking, design thinking, and machine learning, Rob uncovers patterns in learner behavior, motivation and intention to understand how these factors influence learning outcomes in digital environments. He also examines how technology integration contributes to developing and enhancing these educational and career pathways. He is an assistant professor of educational technology in the School of Teaching and Learning and the director of the IDEATE Lab within the Institute for Advanced Learning Technologies.
Areas of Expertise (11)
Stem Careers
Microcredentials
Artificial Intelligence
Advanced Learning Technologies
Virtual Reality
Massive Open Online Courses
Adult Education
Digital Learning Ecologies
STEM Education
Machine Learning
Workforce Development
Media Appearances (3)
30 Higher Ed IT Influencers to Follow in 2024
EdTech online
2024-09-09
As enrollment and retention remain top concerns for higher education leaders, IT professionals and other technology experts are integral members of these institutions’ teams. They know that to stay competitive, colleges and universities must employ the latest technologies and give students access to the technology they will see in the workforce. Whether they’re keeping campus secure or deploying the latest artificial intelligence applications, influential college and university technology professionals work to move their institutions forward.
IALT professor receives funding for AI project on mesocredentials and student learning
UF Institute for Advanced Learning Technologies online
2022-10-27
Rob Moore, assistant professor of educational technology and the director of the IDEATE Lab, recently received a Spencer Foundation Small Research Grant to examine learners’ intentions to complete the first MOOC (massive open online courses) in a mesocredential program. This study will be the first comprehensive analysis of learner intentions in mesocredential programs. External support, like that from the Spencer Foundation, is possible because of the technological and cultural strength of the University of Florida’s AI initiative.
LASER Institute Scholars Gather for First In-Person Workshop for Learning, Community and Collaboration
NC State University online
2022-07-28
Shark lovers across the country are celebrating Discovery’s Shark Week this week, but scholars from the Learning Analytics in STEM Education Research (LASER) Institute celebrated their own shark week July 11-15 during the LASER Institute’s first in-person weeklong summer workshop at the Friday Institute for Educational Innovation.
Articles (3)
The knowledge quest: navigating the Learner-Intention Continuum from curiosity to achievement
Education and Information TechnologiesMoore, et al.
2025-01-17
This study introduces a novel Learner-Intention Continuum, spanning from curiosity and exploration to purposeful, goal-directed learning. This continuum fills a critical gap in understanding the diverse motivations of informal and semi-formal learners, specifically those who enroll in massive open online courses (MOOCs). Through latent class analysis (LCA) on 2,757 student responses in an introductory statistics MOOC, we linked learner intentions to course performance, integrating demographic data and final grades.
Systematic review of digital microcredentials: trends in assessment and delivery
Distance EducationMoore, et al.
2024-04-22
This systematic review synthesizes 14 peer-reviewed studies from 2015 to 2023, focusing on the assessment methods and delivery of digital microcredentials. Microcredentials provide specialized, focused content and recognize professional learning or competency in specific skills. This paper defines digital microcredentials as those offered in an online environment.
Introducing mesocredentials: Connecting MOOC achievement with academic credit
Distance EducationRobert L. Moore
2022-05-03
In this paper, I introduce a new term to the online learning lexicon, mesocredentials, an emerging and transformative approach to integrating massive open online courses (MOOCs) within the higher education system. A mesocredential connects MOOC achievement with academic credit applied to a traditional academic degree. I distinguish mesocredentials from microcredentials based on four requirements: accreditation, delivery modality, academic credit and flexibility. Through the lens of chaos theory, I explore why mesocredentials are transformative and identify ways they can support adult learners.
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