April 9, 2020
Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning
Josh Littenberg-Tobias, Rachel Slama, Justin Reich
How can large-scale online learning serve professionals’ learning needs which are often highly localized? In this mixed-methods study, we examine this question through studying the learning experiences of participants in four massive open online courses (MOOCs) that we developed on educational change leadership (N = 1,712). We observed that participants were able to integrate their learning from the online courses across a variety of settings. We argue that a key factor in this process was that the design of online courses was attentive to the various levels in which participants processed and applied their learning. We therefore propose the “Content-Collaboration-Context” model (“C-C-C”) as a framework for designing anding open online learning experiences for professional learning settings where participants’ work is highly localized. In analyzing learner experiences in our MOOCs, we apply this framework to illustrate how individuals integrated the generalized content of the online courses into their context-specific practices. We conclude with implications for the design and on online professional learning experiences.
Littenberg-Tobias, J., Slama, R., & Reich, J. (2020, April 9). Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning. https://doi.org/10.35542/osf.io/qrwbe
Littenberg-Tobias, Joshua, et al. “Large-scale Learning for Local Change: The Challenge of Moocs as Educator Professional Learning.” EdArXiv, 9 Apr. 2020. Web.
Littenberg-Tobias, Joshua, Rachel Slama, and Justin Reich. 2020. “Large-scale Learning for Local Change: The Challenge of Moocs as Educator Professional Learning.” EdArXiv. April 9. doi:10.35542/osf.io/qrwbe.
Simulating more Equitable Discussions: Using Teacher Moments And Practice Based Teacher Education In Mathematical Professional Learning
Let’s hit the refresh button (a couple of times): Reimagining math curriculum and teacher learning to broaden participation in the math of the future