Considering the Context of Teacher Professional Learning: A MOOC Design Case
PROCEEDING
Anissa Lokey-Vega, Lee Langub, Laurie Brantley-Dias, Julia Fuller, Kennesaw State University, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper provides a design-based account of a goal-oriented Massive Open Online Course (MOOC) for K-12 teacher professional learning. Using a backward-design approach with the MOOC context in mind, faculty designed a MOOC that maintained a focus on high-quality instruction while meeting both institutional and faculty goals. This five-step design process resulted in a course design that was successfully delivered twice using a MOOC Learning Management System (LMS). The authors propose that MOOCs for K-12 teacher professional learning hold promise and warrant continued research.
Citation
Lokey-Vega, A., Langub, L., Brantley-Dias, L. & Fuller, J. (2016). Considering the Context of Teacher Professional Learning: A MOOC Design Case. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 278-284). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/171688/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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