From online learning to offline action: using MOOCs for job-embedded teacher professional development
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 a...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
ACM Press
2019
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| Online Access: | https://hdl.handle.net/1721.1/122959 |
| _version_ | 1826209020342435840 |
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| author | Napier, Alyssa M. Huttner-Loan, Elizabeth Reich, Blair Justin F |
| author2 | MIT Open Learning |
| author_facet | MIT Open Learning Napier, Alyssa M. Huttner-Loan, Elizabeth Reich, Blair Justin F |
| author_sort | Napier, Alyssa M. |
| collection | MIT |
| description | 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. |
| first_indexed | 2024-09-23T14:16:05Z |
| format | Article |
| id | mit-1721.1/122959 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T14:16:05Z |
| publishDate | 2019 |
| publisher | ACM Press |
| record_format | dspace |
| spelling | mit-1721.1/1229592024-06-26T00:32:05Z From online learning to offline action: using MOOCs for job-embedded teacher professional development Napier, Alyssa M. Huttner-Loan, Elizabeth Reich, Blair Justin F MIT Open Learning Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing 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. 2019-11-15T20:13:01Z 2019-11-15T20:13:01Z 2018-06 2018-06 2019-11-07T15:12:03Z Article http://purl.org/eprint/type/ConferencePaper 9781450358866 https://hdl.handle.net/1721.1/122959 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 en http://dx.doi.org/10.1145/3231644.3231674 Proceedings of the Fifth Annual ACM Conference on Learning at Scale Creative Commons Attribution-Noncommercial-Share Alike http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf ACM Press Prof. Reich via Mark Szarko |
| spellingShingle | Napier, Alyssa M. Huttner-Loan, Elizabeth Reich, Blair Justin F From online learning to offline action: using MOOCs for job-embedded teacher professional development |
| title | From online learning to offline action: using MOOCs for job-embedded teacher professional development |
| title_full | From online learning to offline action: using MOOCs for job-embedded teacher professional development |
| title_fullStr | From online learning to offline action: using MOOCs for job-embedded teacher professional development |
| title_full_unstemmed | From online learning to offline action: using MOOCs for job-embedded teacher professional development |
| title_short | From online learning to offline action: using MOOCs for job-embedded teacher professional development |
| title_sort | from online learning to offline action using moocs for job embedded teacher professional development |
| url | https://hdl.handle.net/1721.1/122959 |
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