From online learning to offline action: using MOOCs for job-embedded teacher professional development
Name
L@S2018LIISMOOC WIP Submitted.pdf
Description
Accepted version
Size
159.15 KB
Format
Adobe PDF
Checksum (MD5)
e49c32a5e8319d68e6edb5943f7305d0
Author(s)
Napier, Alyssa M.
Huttner-Loan, Elizabeth
Reich, Blair Justin F
Date Issued
June 2018
Journal
Proceedings of the Fifth Annual ACM Conference on Learning at Scale
Publisher
ACM Press
Citation
Napier, Alyssa et al. "From online learning to offline action: using MOOCs for job-embedded teacher professional development." Proceedings of the Fifth Annual ACM Conference on Learning at Scale, June 2018, London, United Kingdom, Association for Computing Machinery, June 2018 © 2018 ACM Press
Version
Author's final manuscript
Abstract
Over two iterations of a Massive Open Online Course (MOOC) for school leaders, Launching Innovation in Schools, we developed and tested design elements to support the transfer of online learning into offline action. Effective professional learning is job-embedded: learners should employ new skills and knowledge at work. We aimed to get participants to both plan and actually launch new change efforts, and a subset of our most engaged participants were willing to do so during the course. Assessments, instructor calls to action, and exemplars supported student actions. We found that participants led change initiatives, held stakeholder meetings, collected new data about their contexts, and shared and used course materials collaboratively. Collecting data about participant learning and behavior outside the MOOC environment is essential for researchers and designers looking to create effective online environments for professional learning.
MIT Department
MIT Open Learning
Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1145/3231644.3231674
