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Modeling Universal Design for Learning in Online Instruction An Open and Interactive Course Model: SOOC
PROCEEDING

, University of Rhode Island, Dalton Education Services International, United States ; , Kendra Grant Consulting, United States ; , Inclusive Learning Consultant, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

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.

Citation

Dalton, E., Grant, K. & Perez, L. (2017). Modeling Universal Design for Learning in Online Instruction An Open and Interactive Course Model: SOOC. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 153-158). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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