The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Evaluating a professional development cMOOC: Mosomelt
Cochrane, Thomas and Narayan, Vickel

PublishedNovember 2016
ConferenceShow Me The Learning. Proceedings ASCILITE 2016 Adelaide
Pages 139-150
EditorsBarker, Sandy · Dawson, Shane · Pardo, Abelardo · Colvin, Cassandra
CountryAustralia, Oceania

ABSTRACT
This paper focuses upon the evaluation stages of the design and implementation of a lecturer professional development cMOOC embedded within an educational design-based research methodology. In the design and development stages the first iteration in 2015 of the cMOOC informed the redesign of the second iteration in 2016. In this paper the overall impact of the cMOOC is evaluated via evidence of active participation, a post-survey of the 2016 participants, and evidence of impact through the development of participant eportfolios. Based upon our experiences we propose a transferable and scalable lecturer professional development framework that can be mapped to established teaching and learning accreditation pathways such as CMALT.

Keywords CMALT · cMOOC · Design-Based Research · educational design research · professional development

Published atAdelaide
RefereedYes
RightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
URLhttp://2016conference.ascilite.org/wp-content/uploads/ascilite2016_cochrane_full_mon_pm.pdf
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
ascilite2016_cochrane_full_mon_pm.pdf · 603.8KB3 downloads



Viewed by 44 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

CMALT cMOOC: Developing a scalable lecturer professional development framework
Cochrane, Thomas; Narayan, Vickel; Partridge, Helen; Davis, Kate; Thomas, J.
This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where ...
Match: Cochrane, Thomas; Narayan, Vickel; cMOOC; Australia; Oceania

Capacity-building in open education: an Australian approach
Bossu, Carina; Fountain, Wendy
Addressing the gap between global open educational resource (OER) proliferation and the slow adoption of OER and open educational practices (OEP) in Australian higher education, this paper focuses on a capacity-building ...
Match: professional development; Australia; Oceania

OER based capacity building to overcome staff equity and access issues in higher education
Bossu, Carina; Willems, Julie; Partridge, Helen; Davis, Kate; Thomas, J.
Open educational resources (OER) have already impacted educational systems around the world. In higher education more specifically, it has benefited learners, and has influenced institutional strategic plans and ...
Match: professional development; Australia; Oceania

The potential role of Open Educational Practice policy in transforming Australian higher education
Bossu, Carina; Stagg, Adrian
Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering ...
Match: Australia; Oceania

Opening up Down Under: the role of open educational resources in promoting social inclusion in Australia
Bossu, Carina; Bull, David; Brown, Mark
This article discusses the role of open and distance learning to widen participation and promote social inclusion within Australian higher education, as well as the benefits that open educational resources (OER) could ...
Match: Australia; Oceania

Crowdsourcing MOOC interactions: Using a social media site cMOOC to engage students in university course activities
Ostashewski, Nathaniel; Howell, Jennifer; Dron, Jon
This paper reports on a study of the utilization of a connectivist-style Massive Open Course, or cMOOC, to engage students in online activities that were part of a first-year School of Education course. A customized ...
Match: cMOOC; Australia

MOOC in Latin America: Implementation and lessons learned
Rizzardini, Rocael Hernández; Gütl, Christian; Chang, Vanessa; Morales, Miguel; et al.
A critical review on MOOCs is provided in this paper. A discussion on the different types of MOOCs and the design of a MOOC learning experience in South America forms the basis of this paper. The MOOC presented utilized ...
Match: cMOOC; Australia

Learning for development from within and beyond the reef: Early implementations of open distance learning and use of open educational resources (OER) for the teaching of English in a small island state
Va’ai, Emma
The following article examines the beginnings of open distance learning and use of OER by the National University of Samoa Faculty of Education to address an identified national need for more teachers and to improve ...
Match: development; Oceania

MOOC-ing the discipline: Tensions in the development and enactment of a massive open online course
O'Connor, Kate; Maassen, Peter; Nerland, Monika; Yates, Lyn
In the current university context, academics are required to respond to multiple and competing demands which orient both away from their disciplinary field, and inwardly towards its own norms and development. In this ...
Match: Australia; Oceania

Social media #MOOC mentions: Lessons for MOOC research from analysis of Twitter data
Costello, Eamon; Nair, Binesh; Brown, Mark; Zhang, Jingjing; et al.
There is a relative dearth of research into what is being said about MOOCs by users in social media, particularly through analysis of large datasets. In this paper we contribute to addressing this gap through an ...
Match: Australia; Oceania