The Educational Problem That MOOCs Could Solve: Professional Development for Teachers of Disadvantaged Students

Autor/in	Laurillard, Diana
Titel	The Educational Problem That MOOCs Could Solve: Professional Development for Teachers of Disadvantaged Students
Quelle	In: Research in Learning Technology, 24 (2016), (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v24.29369
Schlagwörter	Online Courses; Professional Development; Professional Continuing Education; Disadvantaged Youth; Economically Disadvantaged; Educational Technology; Blended Learning; Case Studies; Cooperative Learning; Primary Education; Elementary School Teachers; Instructional Design; Information Technology; Learning Activities; Peer Evaluation; Comparative Education; Foreign Countries; Developing Nations; Faculty Development + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Berufsfeldbezogener Unterricht; Weiterbildung; Benachteiligter Jugendlicher; Unterrichtsmedien; Case study; Fallstudie; Case Study; Kooperatives Lernen; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Lernaktivität; Vergleichende Erziehungswissenschaft; Ausland; Developing country; Developing countries; Entwicklungsland
Abstract	The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most professional development. A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT) in primary education and was carried out to contribute to the UNESCO "Education For All" goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education. Course analytics, forums and participant surveys demonstrated that it worked well. The paper concludes by arguing that this technology has the power to tackle the large-scale educational problem of developing the primary-level teachers needed to meet the goal of universal education. (As Provided).
Anmerkungen	Co-Action Publishing. Ripvagen 7, SE-175 64 Jarfalla, Sweden. Tel: +46-18-4951138; e-mail: info@co-action.net; Web site: http://www.co-action.net/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01