The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Scaling a model of teacher professional learning – Harnessing MOOCS to recreate deep learning Conversations
Conference Paper
WCCE 2017: Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing
Publisher Springer International Publishing
Conference WCCE 2017: Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing
Pages 149–160
Published July 2017

ABSTRACT
This paper describes the most recent phase of an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). Building on the experiences of implementing this face-to-face model, the paper reports on the most recent phase which attempts to harness the emergence of a 4th wave of online learning. The initiative involves the design and development of a Massive Open Online Course (MOOC) that potentially enables the massive scaling up of access to this already validated model of teacher professional learning designed to shift teachers' pedagogical orientations through school focussed, job embedded teacher professional learning. The importance of maintaining key elements, threshold concepts and signature pedagogies in the design of MOOCs for teacher professional learning are discussed. The paper also explores some of the challenges and potential opportunities different MOOC delivery models offer for sustaining the types of collaboration, rich dialogue and ongoing reflection observed in earlier phases of the project.


Country: Ireland
Location: Dublin
ISBN: 978-3-319-74310-3

Refereed: Yes
Rights: © IFIP International Federation for Information Processing 2017



Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOCs in Europe: Overview of papers representing a collective European response on MOOCs as presented during the HOME conference in Rome November 2015
Bang, Joergen; Dalsgaard, Christian; Kjaer, Arne; O’Donovan, Maria; et al.
Table of contents Foreword Part 1: Regional MOOC initiatives Building OOC layers on top of existing courses (M)OOCs in Iceland: Language and learning communities EduOpen network in Italy Par
Match: Hallissy, Michael, Brown, Mark, Ireland

Towards a model of engaging online students: Lessons from MOOCs and four policy documents
Hew, Khe Foon
The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of ...
Match: online learning, MOOCs

Why do institutions offer MOOCs?
Hollands, Fiona; Tirthali, Devayani
By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and ...
Match: online learning, MOOCs

Wherefore art thou MOOC: Defining massive open online courses
Blackmon, Stephanie; Major, Claire
Although MOOCs are a much-discussed topic in higher education, these conversations do not often include details regarding the nuanced nature of these courses. What do we mean when we refer to MOOCs? In the current work, ...
Match: online learning, MOOCs

A new ecology for learning: An online ethnographic study of learners’ participation and experience in connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: online learning, MOOCs

A new ecology for learning : An online ethnographic study of learners’ participation and experience in Connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: online learning, MOOCs

Open educational resources: American ideals, global questions
Weiland, Steven
Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first ...
Match: online learning, MOOCs

Developing self-efficacy through a massive open online course on study skills
Rodriguez, Brenda Padilla; Armellini, Alejandro
Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing ...
Match: online learning, MOOCs

Quality models in online and open education around the globe: State of the art and recommendations
Ossiannilsson, Ebba; Williams, Keith; Camiller, Anthony F.; Brown, Mark; European Association of Distance Teaching Universities – EADTU
This study carried out on behalf of the International Council for Open and Distance Education (ICDE) by a team coordinated by the European Association for Distance Teaching Universities (EADTU) is for: * ...
Match: Brown, Mark

From books to MOOCs? Emerging models of learning and teaching in higher education
Henderikx, Piet; Ruhl, Paul; Kjeldstad, Berit; Gore, Tim; et al.
Massive open online courses (MOOCs), which first appeared in the USA in 2008, have, of late, been hyped in the higher education space, and have evolved substantially world-wide in the last few years. In view of the fact ...
Match: Brown, Mark