Share Paper: Considering the Context of Teacher Professional Learning: A MOOC Design Case
Tuesday, March 22 2:15-2:45 PM Sloane
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.