SOOC: A New Model for Online Professional Learning Communities
Focus: Universal Design for Learning
Elizabeth Dalton, Director, Development and Research, TechACCESS of RI, United States ; Kendra Grant, Chief Education Officer, Sublime Learning; U. of British Columbia, United States ; Luis Perez, Inclusive Learning Consultant; Apple Distinguished Educator, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The use of online tools in facilitating the professional learning of teachers has increased greatly, due, in part, to the recent rise of MOOCs in education. Researchers identify benefits, problems, and barriers in how technology is currently used to support professional learning. MOOCs reach large numbers of professionals, show promise for those who are intrinsically motivated, and have potential to integrate theoretical and practical knowledge, however ineffectiveness of peer assessment methods and low persistence rates pose significant challenges. The SOOC model is designed as an online alternative to the MOOC. Rationale and components of the SOOC, and outcomes from one SOOC that focused on Universal Design for Learning, provide a vision for more interactive, supportive, and participatory online professional learning in education. Recommendations for further SOOC development are provided.
Dalton, E., Grant, K. & Perez, L. (2014). SOOC: A New Model for Online Professional Learning Communities Focus: Universal Design for Learning. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 454-462). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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