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Scaling a model of teacher professional learning – Harnessing MOOCS to recreate deep learning Conversations
Butler, Deirdre · Leahy, Margaret · Hallissy, Michael · Brown, Mark · Tatnall, Arthur [secondary] · Webb, Mary [secondary]

PublishedJuly 2017
ConferenceWCCE 2017: Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing
Pages 149–160
PublisherSpringer International Publishing
CountryIreland

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.

Keywords 21st century skills · MOOCs · online learning · teacher education

Published atDublin
ISBN978-3-319-74310-3
RefereedYes
Rights© IFIP International Federation for Information Processing 2017
DOI10.1007/978-3-319-74310-3_17
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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