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Considering the Context of Teacher Professional Learning: A MOOC Design Case
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, , , , Kennesaw State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper provides a design-based account of a goal-oriented Massive Open Online Course (MOOC) for K-12 teacher professional learning. Using a backward-design approach with the MOOC context in mind, faculty designed a MOOC that maintained a focus on high-quality instruction while meeting both institutional and faculty goals. This five-step design process resulted in a course design that was successfully delivered twice using a MOOC Learning Management System (LMS). The authors propose that MOOCs for K-12 teacher professional learning hold promise and warrant continued research.

Citation

Lokey-Vega, A., Langub, L., Brantley-Dias, L. & Fuller, J. (2016). Considering the Context of Teacher Professional Learning: A MOOC Design Case. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 278-284). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 17, 2020 from .

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