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72.041 - Leveraging Massive Open Online Courses to Foster Teacher Professional Development
Mon, April 20, 10:35am to 12:05pm, Marriott, Floor: Fifth Level, Los Angeles/MiamiSession Type: Symposium
Abstract
While it is increasingly commonplace for aspects of in-service teacher training to be conducted online, massive open online courses (MOOCs) are not often thought of as legitimate, interactive, or rigorous forms of professional development. This session challenges those notions, examining how MOOCs can be used in innovative ways to support professional development. We present analyses from previously offered MOOCs and describe how these findings can be leveraged to foster professional development that is accessible, scalable and meets the complex needs of teachers serving rapidly changing student populations. These papers coalesce to signify a vital and evolving mode of teacher training and to make salient how MOOCs can extend educational offerings in terms of professional development in local communities and beyond.
Sub Unit
Chair
Papers
Improvement Cycles in Teacher Development Massive Open Online Course Design - Billie Gastic, New York University; Dan Konecky, Relay Graduate School of Education; Aaron Soffin, Relay Graduate School of Education
Teams of Learners in a Teacher Professional Development Massive Open Online Course - Betsy Anne Williams, Stanford University; Hsiaolin Hsieh, Stanford University
Combining Online and Face-to-Face Learning: Examining a Hybrid Massive Open Online Course Model for Teacher Professional Development - Sara Rutherford-Quach, Stanford University; Lisa Zerkel, Stanford University; Jeff Zwiers, Stanford University
Supporting Constructionism in the Classroom: Massive Open Online Course as Platform for Teacher Learning - Karen A. Brennan, Harvard University; Sarah Blum-Smith, Harvard University; Maxwell Yurkofsky, Harvard University
Powerful Tools for Teaching and Learning: Using Technology-Focused Massive Open Online Courses for K–16 Teacher Professional Development - Bernard R. Robin, University of Houston; Sara G. Mcneil, University of Houston